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tEfje abingtion Religious (Ebucation ®ext£, 

JEabib #. OobJiTcp, General Cbitor 

WEEK-DAY SCHOOL SERIES. GEORGE HERBERT BETTS, Editor 


THE SPREAD OF 
CHRISTIANITY 

By PAUL HUTCHINSON 

TEACHER’S MANUAL 

ft B ? 

MARION O. HAWTHORNE 




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THE ABINGDON PRESS 

NEW YORK CINCINNATI 















Copyright, 1923, by 
MARION O. HAWTHORNE 

All Rights Reserved 



© C! A7SO870 


Printed in the United States of America 


CONTENTS 


CHAPTER PAGE 

Introduction. 5 

I. The Christian Message Enters 

the World.. 11 

II. Christianity Faces the Danger 

of Success. 14 

III. The Break-Up of the Roman 

Empire. 17 

IV. The Winning of Northern Europe 20 

V. The Popes Come to Power. 24 

VI. The Later Church in the East. .. 27 

VII. Christianity’s Greatest Rival. . . 31 

VIII. The Church Goes to War. 36 

IX. Life and Worship in the Mediae¬ 
val Church. 40 

X. Church and State. 45 

XI. The Dawn of a New Age. 48 

XII. New Channels for Christianity’s 

Spread. 52 

XIII. The Roman Theory of the Church 

Challenged. 55 

XIV. Catholicism Enters New Worlds. 60 

XV. Who Was to Spread Christianity? 63 

XVI. Geneva—A City for God. 67 . 

XVII. The Reformation in England and 

Scotland. 70 

XVIII. Early Missionaries in the Amer¬ 
icas . 75 
















4 THE SPREAD OF CHRISTIANITY 

CHAPTER PAGE 

XIX. Protestantism Faces the Wider 

World. 79 

XX. Methodism Brings New Energy 83 

XXI. Spreading Religion in America ... 87 

XXII. Christianity in Modern India. ... 90 

XXIII. China and Christianity. 95 

XXIV. The Approach to Islam. 99 

XXV. The Cross in the Japanese Empire 104 

XXVI. In the Dark Continent. 107 

XXVII. Religion in Latin America. m 

XXVIII. Other Fields for Christianity’s 

Advance. 115 

XXIX. The American Churches. 118 

XXX. Modern Catholicism. 122 

XXXI. How Christianity is Spread. 126 

XXXII. Christianity To-day and To¬ 
morrow . 130 












INTRODUCTION 


In such a course as The Spread of Christianity 
it is highly important that the teacher keep con¬ 
stantly in the foreground of his thinking and planning 
that he is teaching vastly more than mere facts or 
a succession of incidents and events. Rather 
should he aim definitely at developing in the minds 
of his students a correct historical perspective and 
point of view, a keen and growing appreciation of 
all the forces and personalities that have contrib¬ 
uted to the success of the Christian enterprise, and 
finally should he seek to develop within them not 
only the desire but the ability as well to contribute 
their share to the further spread of Christianity. 
The success of this course will depend to a very 
large degree upon the extent to which it accom¬ 
plishes this ultimate objective in the lives of the 
students. 

The immediate objectives of the course. —The aim 

of the course, in accordance with the preceding 
statement, is threefold: 

(i) To acquire a correct and useful body of facts 
concerning the origin, development, and present 
status of Christianity as it has functioned and con¬ 
tinues to function through the church as an agency. 
No attempt has been made to study in great detail 
the history of the Christian Church, with emphasis 
upon specific events and dates to be memorized. 
The broad outlines of Christian history have been 

5 


6 


THE SPREAD OF CHRISTIANITY 


presented, and the significant movements traced up 
to the present time, so that the students may gain 
a growing and meaningful perspective concerning 
the advance of the Christian enterprise in the world, 
and that they may be able to meet more intelligently 
its present challenge. 

(2) To understand and appreciate all the forces, 
including personalities, that have contributed their 
share to the spread of Christianity. Throughout 
the text emphasis has been laid upon certain com¬ 
binations of circumstances that have aided or 
hindered the spread of Christianity. At the very 
beginning the political, economic, and social con¬ 
ditions of the Roman Empire greatly facilitated 
the spread of Christianity. During the Middle 
Ages, when the papacy was straining for political 
power, the spiritual power of the church declined, 
and the Christian movement suffered. Toward the 
end of the Middle Ages the quest for discovery and 
the revival of learning opened up new channels for 
Christianity’s spread. Students should be guided 
in seeing the relation of these great social, political, 
and economic forces to the spread of the Christian 
message. 

Throughout the entire movement great person¬ 
alities have stood out by reason of their great faith, 
their fearless daring, their humble service. As they 
are studied in this course it is to be hoped that the 
students may from their example gain insight into 
the deeper meanings of Christian service. 

(3) To discover opportunities for Christian serv¬ 
ice in the world to-day, in which the students may 
express intelligently and effectively their loyalty and 
devotion to the Christian enterprise. The last ten 


INTRODUCTION 


7 


chapters of the text are devoted to a study of the 
spread of Christianity in the modern world. In 
vivid form is presented the challenge of India, of 
China, of Japan, of the Dark Continent, of Latin 
America, of the remote corners of the earth. The 
needs and opportunities for service are made to 
stand out clearly and almost glaringly. The call to 
Christian service is made compelling. It is for the 
teacher so to guide and direct the thoughts and 
activities of his students that they may be able to 
make their full contribution to the spread of Chris¬ 
tianity in the modern world. 

The subject matter of the course. —In order to 
achieve these objectives in the lives of his students 
it will be necessary for the teacher to become thor¬ 
oughly familiar with the material and point of view 
of the text. For further study, the bibliography 
found on pages 275 and 276 in the text will be found 
very helpful, in addition to the special citations 
given in connection with many of the chapters in the 
text. 

The general theme and purport of the course is 
stated thus in our text: “Christianity as a growing 
power is the theme, with the hope that young 
Christians may find some pride in belonging to a 
body that, with all its traditions, lives ever on the 
move. Likewise, the spread of Christianity has 
been presented, not as some unique phenomenon 
in a water-tight compartment of its own, but as an 
integral part of the movement of all history.” In 
thirty-two chapters the student is led from the dawn 
of the Christian era through the period of spiritual 
growth, of temporal conquest, of declining power, 
of revolt and reformation, of new birth, of missionary 



8 


THE SPREAD OF CHRISTIANITY 


zeal to the present, when he must face with the clear 
vision and noble purposes of his own life the chal¬ 
lenge of Christianity in the present hour. 

Materials. —Each member of the class should be 
provided with the textbook and a notebook in order 
that he may keep a careful record of the assign¬ 
ments from day to day. A wall map of Europe 
and Asia should be available, as well as a fair-sized 
wall map of the world. 

The following general reference books will be 
useful to the students as well as to the teacher. 
As many as possible of the reference w r orks cited in 
the student’s text should be made available. 

Encyclopedia Britannica, New York, 1910. 

The Catholic Encyclopedia , New York, 1907. 

Medieval and Modern Times, J. H. Robinson, New 
York, 1916. 

A History of the Christian Church , Williston 
Walker, New York, 1918. 

The Religions of Mankind, Edmund D. Soper, 
New York, 1921. 

The Spread of Christianity in the Modern World, 
E. C. Moore, Chicago, 1919. 

Method of teaching the course. —A detailed plan 
for teaching each chapter has been included in this 
manual. It must be urged upon the teacher, how¬ 
ever, that slavish adherence to the suggested plan 
may tend to deaden interest in the course. 

Each lesson has been developed according to a 
definite aim. Centers of stress in the chapters have 
been suggested and procedure outlined. With Jun¬ 
iors and Seniors in high school the discussion 
method of teaching has been found to yield satisfac¬ 
tory results, and has been employed here. Stim- 


INTRODUCTION 


9 


ulating thought questions have been suggested. 
Subjects for research and investigation have been 
included. A definite effort has been made to stim¬ 
ulate thought, to mold concepts, to develop a point 
of view in the minds of the students. 

An application in personal thinking and coop¬ 
erative thinking on common problems has been 
sought in connection with all of the lessons. Indi¬ 
viduals and groups grappling with the significant 
problems and issues connected with the spread of 
Christianity cannot help but lead to individual and 
group action in the furtherance of the course of 
Christianity. 


















CHAPTER I 


THE CHRISTIAN MESSAGE ENTERS 

THE WORLD 

To derive the greatest benefit, both intellectual 
and spiritual, from the study of the text, “The Spread 
of Christianity,” it is important that at the very 
outset the students become aroused to a keen inter¬ 
est in the subject. It is their task to discover how 
the Christian message, as embodied in the life and 
teachings of Jesus, has spread throughout the world, 
touching the lives of countless numbers and molding 
the destinies of men and nations everywhere. Our 
first lesson furnishes the key to the situation. 

Aim. —The central purpose of the first lesson is 
(i) to study the meaning of the Christian message 
for individuals and for society and to trace its spread 
throughout the first three Christian centuries; (2) 
to discover its application to our lives and to our 
own day, so that we may do our part in furthering 
its advance in the world. 

Centers of stress. —1. The Christian message is 
embodied in the life and teachings of Jesus. His 
distinct purpose was the transformation of life, the 
regeneration of society. He aimed to lead his 
followers into a complete understanding of God as 
their heavenly Father, and into membership in the 
kingdom of God. 

2. The death of Jesus, as well as the later perse¬ 
cution of his followers, led to an increased zeal and 


11 


i2 THE SPREAD OF CHRISTIANITY 


devotion on the part of early Christians and greatly 
increased their numbers. 

3. Within the first three Christian centuries 
Christianity spread beyond the borders of Palestine 
and penetrated throughout the Roman Empire, 
even gaining the approval of Constantine. 

4. With the spread of Christianity and with the 
increase in its followers its organization and simple 
forms of worship became more complex. 

Procedure. —It is desirable for each member of the 
class to possess a textbook and a notebook. A wall 
map of the world and an enlarged map of Palestine 
and the Roman Empire during the early Christian 
centuries would greatly facilitate the work. The 
pupils should be encouraged to make their own maps. 
At the first meeting of the class an opportunity 
should be given for the students to examine their 
textbooks and to ask questions regarding the course. 

In introducing the first lesson a general discussion 
based on carefully prepared questions will be found 
profitable, for with their general knowledge of the 
historical situation out of which Christianity came, 
as well as their knowledge of the life and teachings 
of Jesus, the students will be able to make some 
worth-while contributions. Such questions as the 
following might serve to stimulate discussion: What 
were the political, social, economic, and religious 
conditions in the Roman Empire that made the 
spread of Christianity possible? Did the world need 
the Christian message at that time? If so, why? 

To clarify the meaning of the Christian message, 
references from the New Testament might be dis¬ 
cussed, such as: 

Matthew 5. 3-9—The Beatitudes. 


TEACHER’S MANUAL 


13 


Matthew 5. 43-48—Love of friends and enemies. 

Matthew 22. 35-40—The Great Commandment. 

Mark 4. 3-9—The Spread of the Kingdom. 

Mark 10. 43-45—The First in the Kingdom. 

Finally Matthew 28. 19, 20—The Commission to 
the World, “Go ye therefore, and make disciples of 
all the nations, . . . teaching them to observe all 
things whatsoever I command you; and lo, I am with 
you always.” 

With this last reference the spread of Christianity 
throughout Palestine and the Mediterranean region 
during the first three centuries should be traced on 
the wall map. By means of further questions, the 
centers of stress will be emphasized, for example, 
Question 2 at the end of the chapter, and Question 
4 as well. Did persecution hinder or advance the 
cause of Christianity? Is persecution ever able to 
kill a worthy cause? Examples from other periods 
of history might be introduced. Describe the early 
form of worship and compare it with the form used 
at the beginning of the fourth century. Describe 
the early form of organization and compare it with 
the organization at the beginning of the fourth cen¬ 
tury. In your judgment did the Christian message 
lose any of its power when its forms of worship and 
organization became so complex? Finally, to what 
extent had Christianity conquered the world at the 
beginning of the fourth century? 

Application. —Did Christianity come in response to 
a world need? To what classes did it make its 
greatest appeal and for what reasons? Does the 
Christian message have any meaning for our day— 
for us as individuals and for the society in which we 
live? How nearly are we living according to the 



i 4 THE SPREAD OF CHRISTIANITY 

simple Christian message? The fact that Chris¬ 
tianity from the very beginning has depended upon 
individuals for its propagation, places upon us an 
obligation to do our share in furthering its advance. 
Discuss ways and means that have been used in 
furthering the cause of Christianity and that we 
ourselves might now employ. 

Activity.—Notebook work should be explained 
and undertaken at the very beginning of the course. 
Ask the pupils to write a brief description of the 
conditions, political, social, economic, and relh 
gious, of the Roman Empire that made the spread 
of Christianity possible. Ask them to copy in their 
notebooks the New Testament references that best 
explain the meaning of the Christian message. 
Assign Chapter II and ask them to look up the story 
of the battle of Milvian Bridge, and write in their 
notebooks the answers to Questions i, 2, and 3. 


CHAPTER II 

CHRISTIANITY FACES THE DANGER 

OF SUCCESS 

At the beginning of the fourth century we find 
that the Christian message had spread so rapidly 
that in the year 313 it gained the approval of the 
emperor, and Christians no longer faced persecution 
and martyrdom. But, as our text points out, its 
very outward success was an indication of its inner 
peril. It will be our present task to discover the 
disintegrating forces at work at the very heart of 


TEACHER’S MANUAL 


15 


Christianity and to trace their influence in succeeding 
centuries. 

Aim. —The purpose of this lesson is to familiarize 
our students with the facts related to the develop¬ 
ment of Christianity under Constantine, including 
the working out and adoption of the first creed, with 
a counter movement represented in heresy. We 
should further help them to appreciate the fact 
that a man-made creed can never take the place of 
the moral and social bond found in the life and 
teachings of Jesus, and that heresy, so called, usually 
seems to blaze the way into new paths of truth and 
understanding, that will mean progress to the cause 
of Christianity. 

Centers of stress. —1. With the winning of impe¬ 
rial favor, Christianity no longer faced the danger 
of opposition and persecution without, ~*but faced 
greater dangers of success and stagnation within. 

2. Constantine’s acceptance of the Christian reli¬ 
gion was primarily a political move on his part for 
the purpose of finding a great unifying moral bond 
which would hold together his huge empire. 

3. The universal turning to Christianity on the 
part of his subjects meant stagnation to the cause 
of Christ, for the new church was made up mostly 
of baptized pagans, who desired to win imperial 
favor, without experiencing any moral or religious 
regeneration. 

4. With the growth of the “Catholic” church, 
there arose a counter movement in “heresy” which 
developed into great theological contests and the 
ultimate production of the Nicean Creed on the part 
of the defenders of the faith. 

5. The Arians, defeated in the theological con- 



16 THE SPREAD OF CHRISTIANITY 


troversy, and cast out of the church, engaged in a 
great missionary endeavor which won to Christianity 
great numbers of the Goths and Vandals. It should 
be made clear that it was “Catholic” Christianity, not 
“Arianism,” that finally controlled the Goths and 
Vandals (see Textbook, p. 22). 

Procedure. —Picture graphically the status of 
Christianity during the reign of Constantine by 
contrasting it with its earlier status. Questions 
1 and 2 will furnish a good starting point in the 
discussion. List on the blackboard and in the 
notebooks the advantages to the cause of Christian¬ 
ity in the conversion of Constantine, and weigh 
them carefully with a corresponding list of disad¬ 
vantages. In this way the “dangers of success” 
will be thrown into clear relief. Did Constantine 
succeed in uniting his empire by means of Chris¬ 
tianity? Justify your answers. Has any man¬ 
made creed ever successfully bound nations or 
churches or groups together? Why not? What 
lesson may nations and churches and groups of 
individuals derive from this early experience of 
Constantine’s? Could the great moral and social 
ideals of the life and teachings of Jesus serve to 
unify a nation or the world to-day? Justify your 
answer. Question 3 may well be introduced at 
this point, in order to prove that Christianity has 
always benefited by the noble thinking and fearless 
declarations of its great prophets. Doubtless mem¬ 
bers of the class will be able to present fitting illus¬ 
trations of the struggles leaders of thought have 
had in all generations and in every field of human 
endeavor, to proclaim the truth that will make men 
free. 



TEACHER’S MANUAL 


17 


Application. —While this is primarily an infor¬ 
mational lesson from which few personal applica¬ 
tions may be drawn, it would be well to clinch two 
important points, namely, that (1) whereas a man¬ 
made creed or system of thought to which men and 
nations are forced to subscribe is bound to result in 
disaster, the great moral and religious ideals of 
Christianity, rightly interpreted and promulgated, 
will ultimately serve to bind together the now 
divergent elements in our great social order; (2) 
“heresy,” so called, is likely to result in the clarifying 
of the vision of men and in the successful working 
out of those fundamental principles that govern 
human relationships. 

Activity. —Assign Chapter III. Ask the members 
of the class to look up in the Encyclopcedia^Britan - 
nica an account of the life of Charlemagne and write 
in the notebooks a brief digest of the account, 
showing his part in the spread of Christianity. 
Write the answer to Question 6, describing the 
contribution of monasticism to the world. 


CHAPTER III 

THE BREAK-UP OF THE ROMAN EMPIRE 

We come now to a lesson rich in historical material 
and significant for the “Spread of Christianity.” 
One brief chapter or class discussion can scarcely 
scratch the surface of these four momentous cen¬ 
turies that witnessed the collapse of the great 
Roman Empire and plunged the world into the Dark 
Ages. 



18 THE SPREAD OF CHRISTIANITY 


Aim. —(i) To study the historical situation that 
ultimately led to the fall of the Roman Empire, and 
(2) to see the significance of this event for the 
Christian religion, and (3) to discover, if possible, a 
parallel between this period of history and our own 
in its relation to the church. 

Centers of stress. —1. The historical events lead¬ 
ing up to the fall of the Roman Empire brought 
about the ultimate evolution of a new regime under 
Charlemagne. 

2. The church, at a standstill throughout these 
centuries and quietly gaining in political momentum 
to be demonstrated in later years, regarded the 
“only means of salvation to be membership in the 
Catholic Church—the organized church became the 
goal of history and would ultimately triumph.” 

3. The rise of monasticism proved a conserving 
force in the Dark Ages, for it kept alight the fires of 
learning and saved the great treasures of the past. 

Procedure. —Introduce this lesson by asking some 
member of the class to read aloud the second para¬ 
graph of the chapter, in which the author of the text 
so graphically presents the situation in which the 
church found itself during the Dark Ages. Certain 
fundamental questions might be discussed, such as, 
What part had the church played in the collapse of 
the Roman Empire? or, Could the Christian message 
as embodied in the life and teachings of Jesus, 
properly interpreted and promulgated, have pre¬ 
vented such a cataclysm? Why did the church 
during this period fail to grip the situation and turn 
the hearts of men toward the light? 

If the members of the class are familiar with the 
historical facts of this period, it would be advisable 



TEACHER’S MANUAL 


i 9 


to devote at least half the period to a discussion of 
the disintegrating forces at work in the Roman 
Empire that finally led to its destruction. The 
latter half of the period may be devoted to a study of 
the relation of the church to the situation. 

In this connection refer to the section “The City 
of God,” on page 30 in the text, and compare the 
points set forth with our present understanding of 
the Christian message. Try to find in these para¬ 
graphs the fundamental cause of the stagnation of 
Christianity during these years. Is salvation, so 
called, synonymous with church membership, or, 
rather, does it mean a life filled with the ideals of 
the Master, “who went about doing good”? This 
leads us to a study of monasticism. Call for reports 
on the assigned Question 6, to supplement and 
crystallize this discussion on monasticism. Picture 
vividly the monastic movement, and carefully list 
its great contributions to the spread of Christianity. 
How would the injunction of the Master, “He that 
loseth his life for my sake shall find it,” apply to 
those who sought refuge in the mediaeval monas¬ 
teries? Would our interpretation of this teaching 
be similar to theirs? Wherein would our interpre¬ 
tation differ and to what advantage to the spread of 
Christianity? 

Application. —This lesson presents many great 
truths that might well apply to our own lives and 
to our own day. It pictures vividly a great church 
in the midst of a great world tragedy, playing little 
or no part. We have already discussed the causes 
of the disintegration of the Roman Empire as well 
as the stagnation of the church in the face of this 
great cataclysm. We might ask ourselves funda- 



20 


THE SPREAD OF CHRISTIANITY 


mental questions in this connection—Is the church, 
or organized religion, playing a vital part in the 
affairs of the world? Could it in any way have 
prevented the tragedy of the Great War? Why 
not? What effort is it making toward the pre¬ 
vention of future wars and in the rehabilitation of 
the world? Would a return to the simple, but 
fundamental Christian teachings make the church 
a more vital force in the world? How could this 
be accomplished? 

Activity.—Assign Chapter IV and answers to 
Questions i and 6 to be written in the notebooks. 
Refer the students to the Encyclopedia Britannica 
for supplementary accounts of the lives of Patrick, 
Augustine, Boniface, and Ansgar. Ask for oral 
reports at the next class meeting. 


CHAPTER IV 

THE WINNING OF NORTHERN EUROPE 

We turn now to a brighter picture. In spite of 
the apparent lack of vital religion on the part of the 
church during the Dark Ages, and the evident 
drawing away of many leaders of the church into 
hermit cells and monasteries, we find that Christian¬ 
ity in the northern region of the empire was engaged 
in missionary activity. When religion loses itself 
in the service of others it somehow gains added 
power and resourcefulness; thus Christianity in 
northern Europe kept renewing its strength and 
spreading its power. 



TEACHER’S MANUAL 


21 


Aim.—(i) To trace the spread of Christianity 
through Northern Europe and to study the contri¬ 
butions made by certain individuals to this great 
enterprise. (2) To compare the methods employed 
then with the methods used in modern times in the 
spread of Christianity for the purpose of discovering 
the most effective means at our command. 

Centers of stress.—1. The Christian conquest of 
the northern sections of Europe marks one of the 
greatest missionary endeavors in the history of the 
church and also discloses the fact that, with the 
exception of the work among the Franks, education 
played a large part in the enterprise. 

(1) Wrong methods were used by Martin of Tours 
and his successor, Clovis, in winning the Franks to 
Christianity by means of the crudest kind of war¬ 
fare. Hence thousands sought baptism to escape 
death and to win imperial favor, with little or no 
conception of the real meaning of Christianity. 

(2) Through the efforts of Saint Patrick Ireland 
was won to Christianity. He employed education 
as a means of making his followers Christians. 

(3) Scotland was reached through the efforts of 
Columba, who likewise established schools in con¬ 
nection with his missions. Columban, another 
missionary, inspired by Saint Patrick, labored in 
Gaul and later in Switzerland, where he achieved 
great success in the cause of Christianity. 

(4) It was not until 1030 that Christianity com¬ 
pletely won its way into England, although in the 
seventh century work was begun there at the behest 
of Pope Gregory. 

(5) The Christian conquest of Germany and 
Scandinavia was a long and tedious process that 


22 


THE SPREAD OF CHRISTIANITY 


lasted for centuries. Boniface, an English monk, 
was one of the greatest missionaries who labored in 
Germany, and Ansgar in Denmark, Norway, and 
Sweden. He was the first medical missionary. 

Procedure.—Our last lesson left us contemplating 
the evident failure of the church of the Middle 
Ages to grip the great world situation in which it 
found itself. We drew some parallels between the 
church of that day and of our own. We turn now 
to the brighter aspect of the church’s life, and will 
attempt to trace its great missionary efforts put 
forth in the conquest of northern Europe. 

Find on the map the sections named in our lesson. 
By way of review, begin at Jerusalem and trace the 
spread of Christianity from the first Christian 
century to the eleventh. Ask certain members of 
the class to present briefly the interesting facts 
connected with the growth of the church: (i) Its 
simple organization and worship in the first century, 
(2) the effect of persecution on the growth of the 
church, (3) the effect of imperial favor under Con¬ 
stantine, (4) the place of heresy in the life of the 
church, (5) the fall of the Roman Empire, (6) the 
rise of monasticism and its effect upon civilization, 
and (7) Christianity facing the task with renewed 
missionary zeal in northern Europe. 

In connection with the last topic, call upon certain 
members of the class to recount in turn the Christian 
conquest of the Franks, Ireland, Scotland, England, 
Germany, and Scandinavia. Question 3 may be 
introduced at this point. Ask members of the class 
to report on what they have read concerning the life 
of Saint Patrick, Augustine, Boniface, and Ansgar. 

The remaining part of the class period may be 



TEACHER’S MANUAL 


devoted to a discussion of Question 6, to be supple¬ 
mented by further questions: Enumerate and list on 
the blackboard methods used in the Middle Ages in 
the spread of Christianity. Make a list of the 
methods used to-day. Compare their relative effec¬ 
tiveness in the light of results achieved by their use 
then and now. 

Application.—Again we find ourselves in the midst 
of a great lesson in which certain great truths 
are emphasized, namely; 

(1) Christian missionary enterprises and educa¬ 
tion have always gone hand in hand. 

(2) The most effective methods employed in the 
spread of Christianity are those which have min¬ 
istered to the physical, intellectual, and social needs 
of people, instead of those which force vast numbers 
into a nominal acceptance of a creed or religion that 
has little or no meaning for them. 

(3) Christianity depends upon individuals for 
its spread throughout the world. In the life and 
example of those noble men who have labored in the 
past in the cause of Christ we may see again our 
obligation to do our part for the advance of the 
Christian message in the world. 

Activity.—Assign Chapter V, with special em¬ 
phasis on Questions 1, 2, and 6. Write in note¬ 
books answers to Questions 3 and 4. For supple¬ 
mentary reading on this point refer the students 
to J. H. Robinson’s Medieval and Modern Times , 
and to John W. Moncrief’s A Short History of the 
Christian Church, and A. C. Flick’s The Rise of the 
Mediaeval Church . 




24 


THE SPREAD OF CHRISTIANITY 


CHAPTER V 

THE POPES COME TO POWER 

When we consider the Christian Church in its 
development from the fifth to the ninth century, as 
compared with its first simple beginnings in the 
first century, we cannot help but marvel. In the 
words of our text, “It was a far cry from the day 
when the emperor crucified the first bishop of Rome 
to that Christmas day, 800, when the bishop of 
Rome made a new emperor in a church named for 
the apostolic martyr!” We are apt to become 
confused when we attempt to find our way through 
the great forces that were at work in the world, 
both in religious and secular affairs, but it is our 
task to study the manner in which Christianity, in 
an organized church, succeeded in gripping the 
world in every phase of its great human relationships. 

Aim. —We would hardly define a single aim for 
this chapter. First of all, we want our students to 
become familiar with the facts of the rise of papal 
power, but more than that we must help them to 
appreciate the significance of that pow r er in the 
making of history. We should further aim to help 
them see the way in which the heart of the Christian 
message was all but lost in the machinery of the 
church and in its credal disputations. 

Centers of stress. —1. The facts that established 
papal power in the world. 

(1) The so-called Petrine Theory. 

(2) The growing power of the bishop of Rome 
in secular as well as religious matters. 


TEACHER’S MANUAL 


25 


(3) Gregory the Great, Bishop of Rome, the first 
Pope. 

(4) Charlemagne crowned emperor of the Roman 
Empire by the Pope, thus demonstrated the height 
of papal power. 

2. The withdrawal of the eastern section of the 
church, centered at Constantinople, refusing to 
recognize the supremacy of the church of Rome and 
its Pope, known to this day as the Greek Catholic 
Church. 

Procedure. —Let us review at this time the 
meaning of the Christian message, discussed in our 
first chapter. Do you think that the Christian 
message has lost any of its power with the develop¬ 
ment of a highly organized church? Justify your 
answer. Is it possible for that simple Christian 
message to apply to the needs of men in every 
generation and in the midst of changing conditions 
of life? How? Do we to-day attempt to solve our 
civic, national, and world problems, or even our 
personal problems, according to the principles set 
forth in the life and teachings of Jesus? What 
would happen if we should? 

Our lesson deals with one of the most significant 
facts of history—the rise and supremacy of papal 
power in the world. We see the church facing a 
great opportunity such as it has never had before or 
since, but because it has lost the secret of the Chris¬ 
tian message, its power in the world is destined to 
crumble and fall as the centuries pass. 

Question 1 may be introduced at this time and we 
may supplement its discussion with further questions. 
Could the church of the first century fit the needs 
of the seventh century? Why not? Could the 



26 THE SPREAD OF CHRISTIANITY 


church of the seventh century fit the needs of the 
twentieth century? What great principle may we 
deduce from this discussion with reference to the 
changing program of the church to meet the changing 
needs of men? 

In answer to Question 3 list on the blackboard for 
the students to copy in their notebooks the reasons 
leading to the supremacy of the papacy. Question 
4 will supplement Question 3. A brief analysis on 
the part of the students of Matthew 16. 18-19, 
as suggested in Question 2, would serve to throw 
light on the problem. Call for arguments as set 
forth in Flick, The Rise of the Mediaeval Church , 
Chapter III, that prove and disprove the Petrine 
Theory. 

Work out on the blackboard, step by step, the 
development of the church from the first century to 
the eleventh, when papal power was supreme, yet 
the future of that power quite uncertain. Show 
the disintegrating forces at work as well as the 
great advance in the attainments of both temporal 
and religious power. 

A brief discussion of Question 5 will lead directly 
to the discovery of why the eastern section of the 
church withdrew. Our next lesson will be devoted 
to a detailed study of this problem. The lesson may 
culminate in the discussion of Question 6. 

Application. —There are certain great problems 
that thrust themselves upon our thinking. As we 
attempt to answer these great compelling questions, 
we see more clearly our duty in the spread of 
Christianity. As we see the success and failure, 
the victory and sometimes shameful defeat of those 
who have labored in the past, it should be our 



TEACHER’S MANUAL 


27 


prayer that we may be guided aright in our inter¬ 
pretations of the facts of history, and that we may 
see more clearly the function of the church in the 
world and our relation to it. 

Out of this present discussion we may draw three 
great fundamental truths, each one having meaning 
for the church in the world to-day. (1) The Chris¬ 
tian message always faces the danger of being lost 
in the machinery of a highly organized church. 
(2) The program of the church, with the Christian 
message at its heart, must constantly adapt itself 
to the changing conditions of life, if it is to minister 
to the needs of the people. (3) The history of the 
world might have been vastly different had the 
papacy retained the spirit of the Christian message 
at the same time it was exercising universal tem¬ 
poral power. 

Activity. —Assign Chapter VI with special ref¬ 
erence to Questions 1, 3, and 6. Ask the students to 
find out for themselves the essential differences 
between the Greek and Roman Catholics of to-day. 
This information may be found in the Encyclopedia 
Britannica, or from personal conversation with 
adherents to these two churches. 


CHAPTER VI 

THE LATER CHURCH IN THE EAST 

We are apt to forget the fact that a great church 
was developing in the eastern part of Europe at the 
same time that Rome was winning its supremacy 



28 THE SPREAD OF CHRISTIANITY 


in the West. The churches dominated by the great 
cities of the East were never willing to acknowledge 
the supremacy of Rome. The struggle between 
these two great churches extended over many cen¬ 
turies, fraught with almost unending controversy. 
It shall be our task to trace the development of the 
Greek Church and to discover what a powerful 
force it was destined to be in the affairs of the East. 

Aim.—Inasmuch as this is for the most part 
an informational lesson the central purpose of our 
study will be to secure the facts that led to the 
separation of the Eastern Church from the Western 
Church and to trace the development in the Eastern 
Church. 

Centers of stress. —The fact that the churches 
dominated by the great cities of the East refused to 
acknowledge the supremacy of Rome led to a sepa¬ 
ration of the Eastern Church from the Western. 

2. There were essential differences between the 
Greek and Roman Christians due to the mystical, 
philosophical mind of the Greek and the practical 
mind of the Roman. This fact led to almost unend¬ 
ing controversies. 

3. After centuries of conflict, the final break with 
the Roman Church came in 1453, when the Turks 
captured Constantinople. 

4. The Greek Church engaged in widespread 
missionary activities. 

(1) Cyril and Methodius among the Bulgarians 
and Moravians. 

(2) The Christian conquest of Russia in the elev¬ 
enth century. 

(3) The Nestorian missions in Persia. 

(4) The Christian Church in Armenia. 




TEACHER’S MANUAL 


29 


(5) The Coptic and Abyssinian Christians. 

Procedure. —Use a wall map of Europe to intro¬ 
duce the lesson. Ask a member of the class in 
answer to Question 1 to trace the territory of the 
Greek Church at the time of the break with Rome. 
Compare the size of its territory with that of Rome. 

Proceed with the facts of the lesson from this 
point by means of questions, such as: Why were the 
churches of the East unwilling to acknowledge the 
supremacy of Rome? Was the Roman Church 
justified in claiming supremacy over the whole of 
Christendom? Why or why not? Discuss the 
essential differences between the Romans and the 
Greeks as to mental characteristics. What were 
the chief disputes that took place between the two 
churches? Introduce Question 2 for discussipn at 
this point. Should pictures and images (symbols) 
be used to-day in our churches or Sunday schools? 
Justify your answer. 

Trace the events which led directly to the separa¬ 
tion of the two churches in 1453. What part did the 
Mohammedan invasion play in this time? If the 
two churches had remained united would the Mo¬ 
hammedan conquest of Constantinople have taken 
place? What effect did the conquest of Constan¬ 
tinople by the Turks have upon the life of the Greek 
Church? Discuss the missionary efforts of the 
Greek Church, showing how Christianity spread 
through Bulgaria and Moravia, Russia, Persia, even 
extending to the Armenians, Copts, and Abys- 
sinians. Question 4 will prove a stimulus to dis¬ 
cussion. Ask some member of the class to read 
from his notebook what he has written concerning 
the Greek Church in Russia to-day. Conclude the 



30 


THE SPREAD OF CHRISTIANITY 


lesson with a discussion of the differences between 
the Greek and Roman Catholic Churches to-day, 
with special reference to the investigations carried 
on by the students outside of class. 

Application. —No doubt this lesson dealing with 
the organization and spread of the Greek Catholic 
Church will reveal to our students an entirely new 
aspect of the spread of Christianity. There are 
two fundamental points that should be stressed, 
namely, (i) that while the Greek Catholic Church 
has never played such an important role as the 
Roman Church, it has been a tremendous force 
in the eastern part of Europe and is destined to 
exert a still stronger influence in the future; (2) 
that had the church remained united the history 
of Christendom might have been different. Our 
chief contribution in this lesson will be in helping 
our students to comprehend the magnitude and scope 
of the Eastern Church and its particular role in the 
affairs of Eastern Europe. We should also stress 
the importance of the missionary activities of the 
Greek Church and the fact that in the face of pos¬ 
sible ruin the church never lost sight of its great 
mission to the world. 

Activity. —Chapter VII will prove a most inter¬ 
esting lesson, providing the students make the 
necessary preparation. In addition to studying the 
chapter, ask the students to compare, by means of 
an outline written in the notebooks, the outstanding 
characteristics of the life of Jesus and Mohammed; 
the religion of Jesus and Mohammed. Refer them 
to Soper’s The Religions of Mankind for detailed 
information on Mohammedanism and to Grant’s 
Life and Times of Jesus for detailed information 



TEACHER’S MANUAL 


3 i 


on the life and teachings of Jesus. This study will 
constitute the basis for discussion in the class period. 
Consider in connection with this problem Questions 
1, 2, and 6. 


CHAPTER VII 

CHRISTIANITY’S GREATEST RIVAL ' 

Our present chapter deals with a study of Moham¬ 
medanism, Christianity’s greatest outward foe. We 
shall see how this great world religion developed 
under the leadership of one man, and how it has 
spread throughout the Eastern world, even at times 
seriously threatening Europe. It will prove very 
interesting to contrast the life of Mohammed ;with 
the life of Jesus, as well as Mohammedanism with 
Christianity. 

Aim. —(1) To become familiar with the life and 
works of Mohammed. (2) To study Mohamme¬ 
danism as a great world religion, noting its points of 
strength and weakness, and to trace its spread 
throughout the Eastern world. (3) To compare 
the life and teachings of Mohammed with the life 
and .teachings of Jesus, for the purpose of discover¬ 
ing how Christianity could successfully combat 
such a foe then, and even to-day. 

Centers of stress. —1. The life and work of Mo¬ 
hammed—his life in Arabia as a camel driver, the 
development of his religion, his flight to Medina, 
the ultimate triumph of Mohammedanism, accom¬ 
panied by its moral degeneration. 

2. The religion itself—the Koran and its teachings, 
its strength and weakness. 



32 THE SPREAD OF CHRISTIANITY 

3. The spread of Mohammedanism—its contact 
with Christianity, its attempt to invade Europe and 
the Battle of Tours, the establishment of the Turkish 
Empire. 

4. Mohammedanism contrasted with Christianity. 

Procedure. —Our text refers to Mohammedanism 

as “Christianity’s Greatest Rival.” Is the statement 
justified? In order that we may fully appreciate 
the significance of Mohammedanism as a foe to 
Christianity, we must first of all become familiar 
with the religion itself and with the life of its 
founder. If the students have studied the text, 
they will be able to discuss the life of Mohammed. 
What were the influences at work in his life that 
led to his developing this new religion? Why 
was Mohammedanism not widely accepted in its 
early stages? What is the meaning of Hegira and 
its significance for Mohammedan history? What 
means did Mohammed employ in the spread of his 
religion? At what point did Mohammed fail in 
living up to the early principles of his religion? 
How did this departure from his earlier teachings 
affect the spread of Mohammedanism? 

At this point it would be well to introduce a com¬ 
parison of the life of Jesus with that of Mohammed. 
Picture graphically by means of students’ reports 
the events in the life of Jesus that so clearly illus¬ 
trate the great moral and ethical principles which 
his religion embodies. Compare Jesus’ method of 
work with that of Mohammed. What was Jesus’ 
attitude toward a display of power and the use of 
force in spreading Christianity? On the other hand, 
what methods did Jesus use? Give illustrations. 
What was the effect upon the ethical principles of 




TEACHER’S MANUAL 


33 


Mohammedanism when Mohammed succumbed to 
the lure of earthly authority? When and where did 
Jesus face a similar temptation? What would have 
been the immediate results in the work of Jesus, had 
he accepted temporal power? What would have 
been the ultimate results? 

What is the meaning of the term “Islam”? Ex¬ 
plain in detail how the central idea expressed in the 
term “Islam” is operative throughout the entire 
faith of the Mohammedans, namely, in their idea 
of God, their philosophy of life, immortality, and so 
forth. What are some of the essential teachings of 
the Koran? What are the essential weaknesses of 
Mohammedanism, relating to (i) development of 
learning, (2) slavery, (3) position of women, and 
(4) methods employed in the spread of Moham¬ 
medanism? What effect have these four factors had 
upon the countries dominated by Mohammedanism? 
Cite graphic illustrations from history and from the 
present time. 

In this connection let us consider Christianity as 
a great world religion in comparison with Moham¬ 
medanism. A review of our first lesson might help 
to stimulate discussion. What great moral and 
ethical ideals does the Christian message embody as 
compared with the moral and ethical ideals of Islam? 
What does the Christian message say about the 
Fatherhood of God, the universal brotherhood of 
man, the worth of each individual, leadership 
through service, high ethical standards of living, 
hope and faith in the ultimate triumph of truth and 
righteousness? How do Christian nations to-day 
regard the search for knowledge and the promotion 
of education? What is their attitude toward 


34 


THE SPREAD OF CHRISTIANITY 


slavery, toward the position of women? In your 
judgment, what nations are assuming positions of 
leadership in the world to-day, those that uphold 
the highest ethical and religious standards of living 
or those that are bound to a fatalistic, unmoral 
system of religion, such as Islam? 

On the other hand, we dare not disregard the 
fact that Islam has made tremendous progress 
throughout the Eastern world. What countries 
to-day are dominated by Mohammedanism? About 
how many Mohammedans are there in the world? 
How does this figure compare with the number of 
Christians in the world at the present time? Would 
these figures indicate that Mohammedanism is still 
Christianity’s greatest outward rival? If so, what 
is to be done about it? 

Application. —We must admit that Mohammed¬ 
anism is still a dangerous rival of Christianity. We 
have studied the life of its founder and have made 
vivid his teachings and his methods by comparison 
with the life and teachings of Jesus. The teacher 
should see to it that the discussion at this point is 
carefully directed and its results crystallized. 

Although we as Christians feel very strongly that 
Christianity is vastly superior to Mohammedanism 
and that the ideals of Jesus will never be supplanted 
by the unmoral, unethical ideals of Mohammed, 
we must not be blind to the fact that there are 
millions of followers of this faith throughout the 
entire Eastern world and in some sections of the 
West. It is, therefore, our problem to put into 
operation definite methods of procedure, that we 
may be able to combat effectively Mohammedan¬ 
ism, Christianity’s greatest rival. We might find 


TEACHER’S MANUAL 


35 


in a careful study of Mohammedanism’s weaknesses, 
found on page 64 in our text, suggestions of certain 
effective weapons, namely, education, the eleva¬ 
tion of the Christian ideals concerning the worth of 
the individual, especially womanhood, the use of 
Christian methods, attempting to minister to the 
needs of the people rather than resorting to warfare 
and other forms of torture. It must be pointed out 
that our Christian missionary program among the 
Mohammedans is making use of these methods at 
the present time. 

Activity. —Assign Chapter VIII. Refer the stu¬ 
dents to J. H. Robinson’s Mediceval and Modern 
Times for detailed treatment of feudalism. Assign 
the following topics and ask each member of the 
class tc write in his notebook a brief discussion >of 
one topic. 

(1) The economic, social, and religious life on a 
European manor preceding the period of the Cru¬ 
sades. 

(2) The status of the following under the feudal 
system: the lord, the noble, the peasant. 

(3) A description of certain customs peculiar to 
feudalism, such as the ordeal and methods of pun¬ 
ishment. 

(4) The advantages and disadvantages of feu¬ 
dalism. 

(5) Traces of feudalism in our present-day life. 
This should be followed by a brief written outline 
of the crusades, including (1) the causes, (2) the 
character of the first crusades, and (3) the results 
of the entire movement. 



36 THE SPREAD OF CHRISTIANITY 


CHAPTER VIII 

THE CHURCH GOES TO WAR 

It is not possible in one brief lesson to make an 
intensive study of this great period of the crusades. 
Even though the objective results that were achieved 
were not great, there was a great spiritual power 
back of the enterprise that we cannot fail to recog¬ 
nize. We can scarcely realize what a great move¬ 
ment this was in the life of the church during the 
Middle Ages. 

Aim. —In spite of the fact that this is primarily 
an informational lesson, it is to be hoped that the 
students will see more than the facts to be mastered, 
and that they will also catch something of the great 
spirit that united all the forces of the church—men, 
women, children, nobles, lords, and peasants—in this 
movement we call the crusades. Our purpose should 
be (i) to help the student understand the causes 
leading up to the crusades, the crusades themselves, 
and the results achieved, (2) to arouse within them 
a keen appreciation of the struggles put forth during 
the Middle Ages to keep Christendom united, in 
spite of the disintegrating forces at work within the 
church, as well as the foes without, (3) to engender 
something of the “crusader” spirit in each student 
for use in these times. 

Centers of stress. —1. The crusades provided a 
good outlet for the warlike enthusiasms and martial 
activities fostered by the feudalistic system of life. 

2. There were three immediate causes of the 
crusades: 






TEACHER’S MANUAL 


37 


(1) The Christians were desirous of wresting the 
Holy Land from the hands of the infidel Turk. 

(2) Europe was under the necessity of uniting all 
its forces to fight back the Turks from its eastern 
borders. 

(3) The Pope of Rome saw in the crusades a 
chance to heal the schism between the Eastern and 
Western Churches, and to unite all Christendom 
under his supreme authority. 

3. After the success of the first crusade the old 
enthusiasm died out and the movement degenerated 
to a very low level. 

4. There were few objective results from the 
crusades, but our author lists four directions in 
which progress was made, that meant much for 
later development in European church history. y, 

Procedure. —Our text holds the point of view 
that the feudalistic system of Europe fostered cer¬ 
tain warlike tendencies, for which the crusades proved 
an outlet. Spend part of the session in a discussion 
of feudalism. Call for reports on topics assigned 
at the preceding hour. 

(1) The economic, social, and religious life on a 
European manor preceding the period of the crusades. 

(2) A description of certain customs peculiar to 
feudalism, such as the ordeal and methods of 
punishment. 

(3) The advantages and disadvantages of 
feudalism. 

(4) Traces of feudalism in our present-day life. 
Inasmuch as the feudal system forms the background 
of mediaeval church history, it seems quite fitting 
that we take the opportunity of discussing it in 
detail. We are now ready for the question, In what 



38 THE SPREAD OF CHRISTIANITY 


way did feudalism contribute directly to the success 
or failure of the crusades? Was it or was it not 
possible for such a stratified society to work together 
for a prolonged period of time to attain a common 
end? Justify your answer. What can you discover 
about the character of the men who made up the 
crusades? (Question 4.) What do you consider 
as some of the chief motives lying back of their 
forming the crusades. What effect did these motives 
have upon the final outcome of the movement? 

In order that we may appreciate the full signif¬ 
icance of the crusades it is necessary that we under¬ 
stand the chief causes. What were the three great 
causes of the crusades? Discuss each cause as a 
deciding factor in the carrying on of the crusades. 
Which of these three causes was the most funda¬ 
mental, at least for the later life of the church? 

Our text deals in detail with only the first crusade. 
Under what circumstances was it launched? Who 
was the most outstanding figure in the first crusade 
and what contribution did he make? Call upon 
some student to supplement from his outside reading 
the textbook description of the first crusade. Did 
the first crusade accomplish any lasting results? 

What were the disintegrating forces at work within 
the movement itself that finally led to its failure? 
Could any such movement ever be permanently 
successful? Why or why not? We have stated 
that the crusades were undertaken for three great 
causes. Can you find any trace of these causes in 
the final outcome of the crusades? 

The author points out four results of the crusades, 
four directions in which progress was made. Dis¬ 
cuss each of these for the purpose of finding out 


TEACHER’S MANUAL 


39 


their relative value. What do you consider the 
most important result of all, and why? (Question 5.) 

Application. —There are lessons to be drawn from 
our study of the crusades, lessons that may apply to 
individuals or to institutions as well. 

(1) Class distinctions and differences of thinking 
are swept away in the presence of a great common 
ideal or purpose. This most certainly was the case 
when men and women of all classes, even those 
representing different branches of the church, were 
welded together as a unit, gripped by the mighty 
challenge of the crusades. 

(2) Unintelligent enthusiasm is a dangerous thing. 
Many who joined the crusades had no idea what 
the movement was all about or for what cause they 
were enlisting. Therefore there were conflicting^ 
motives, which led to unconcerted action and ulti¬ 
mately to disintegration. 

(3) Selfish motives and unwholesome ideals will 
ruin any great cause and lead to ultimate defeat. 

These last two points are negative in character, but 
none the less important. It would be well to con¬ 
sider them carefully not only in connection with the 
crusades, but in connection with our individual 
life. The first point mentioned is also important. 
During the World War we had a fitting illustration 
of how nations, races, colors, and creeds joined forces 
in a great cause. The test comes, however, after 
the stimulus is removed and we settle down to the 
old routine. We are facing this situation now in the 
after-war days. The question that still remains 
unanswered is, “Are we going to come out of this 
period of reaction much stronger than we were 
before?” 


40 


THE SPREAD OF CHRISTIANITY 


Activity. —Assign Chapter IX. Look up in the 
Encyclopedia Britannica a detailed account of the 
life of Saint Francis of Assisi. Write a brief state¬ 
ment as to the meaning of each of the seven sacra¬ 
ments. Refer to article on “Sacraments” in 
Hastings’ Encyclopedia of Religion and Ethics. 


CHAPTER IX 

LIFE AND WORSHIP IN THE 
MEDIAEVAL CHURCH 

We must guard against giving to our students the 
impression that the main enterprise of the church 
of the Middle Ages was carrying on strife and warfare 
both within and without its borders. On the other 
hand we should help them to realize that through 
all this evident chaos and struggle a great church 
was evolving, built upon the simple faith and alle¬ 
giance of its millions of followers. Our present 
chapter sets forth in a concise manner this phase 
of the church’s life. We shall discover that the 
church was a vital force in the life of the people 
as we trace the development of its temporal power 
and the growth of ritualistic worship and sacraments, 
and the erection of its magnificent cathedrals. Let 
us keep in mind the simple Christian message as 
propounded by Jesus himself, and try to see its 
relation to the life and worship of the mediaeval 
church. 

Aim. —It should be our purpose in this lesson to 
help our students trace the spiritual evolution of the 
church through the centuries, helping them to under- 


TEACHER’S MANUAL 


4i 


stand that it has always existed for the masses of 
people, being built on their faith and attempting 
to minister to their needs as they were interpreted 
at that time. The facts of the lesson should be 
mastered, namely, the theory of the church in the 
Middle Ages, the development of ritual, and the 
meaning of the sacraments, the building of the 
cathedrals and finally an understanding of the place 
of the church in the lives of its members. We 
should further seek to develop within our pupils a 
deep appreciation for the ministry of the church 
and a desire to be loyal and intelligent members of 
it. 

Centers of stress. —1. The place of the church in 
society during the Middle Ages, and the fact that 
its strength rested upon the faith and allegiance of 
the common people. 

2. The temporal power of the church reached its 
height in the eleventh century. The power of the 
Pope was declared absolute and infallible in both 
secular and religious affairs. The membership of 
the church included all the subjects of all the states 
of Europe. Taxes were exacted from all. 

3. In spite of the many instances of abuses and 
sin throughout the church among the clergy, there 
were thousands of humble priests who rendered 
faithful service to the common people, and greatly 
furthered the spread of Christianity. 

4. With the growth of the power of the church 
and the elevation of the clergy from the masses of 
the people there grew up an elaborate ritual, in the 
Latin language (which still persists in the Catholic 
ritual), and which the clergy alone could read. 
With this ritual came the sacraments. A further 


42 


THE SPREAD OF CHRISTIANITY 


expression of this formal type of religion was the 
cathedrals, which were built with funds collected 
for the most part from people who by contributing 
hoped to escape the punishment of purgatory. 

Procedure. —Throughout this course we have 
emphasized the necessity of the Christian message 
adapting itself to the changing conditions of life in 
a constantly expanding world. As we approach 
Chapter IX no doubt we are thinking that the 
Christian message has been all but lost, but a care¬ 
ful analysis of the situation will reveal the fact that 
the great truths of Christianity were the dynamic 
forces in the life and faith of millions who called 
themselves Christians. We must admit, however, 
that ignorance and repression among the victims of 
the feudal system precluded an intelligent grasp or 
understanding of the Christian message. For that 
reason we are apt to find many indications of a type 
of Christianity not in keeping with the ideals of 
Jesus, but, rather, a superstitious adherence to 
certain lower forms of theological dogma and cus¬ 
toms. 

With this in mind let us proceed with a careful 
study of the lesson in which ample opportunity 
should be given for reports and discussion on the 
part of the pupils. 

Our text speaks of the “Theory of the Mediaeval 
Church.” What is the meaning of that? List the 
main points of that theory, such as (i) the suprem¬ 
acy of the Pope, (2) the infallibility of the church 
and the Pope, (3) the temporal power of the Pope, 

(4) the all-inclusive membership of the church, and 

(5) the universal taxation of its membership. Trace 
the steps involved in the development of this “the- 


TEACHER’S MANUAL 


43 


ory.” Do you consider this so-called theory in 
keeping with the ideals of Jesus for the spread of 
Christianity? Justify your answer. Try to find in 
that theory the elements that would lead to progress 
and those that would hinder progress in the spread 
of Christianity. It is to be hoped that the teacher 
would guide the discussion very carefully at. this 
point, so as to bring out the essential facts. 

Study carefully the section on the “Life in the 
Mediaeval Church.” Do not allow the discussion 
of abuses within the church to consume much time, 
but, rather, emphasize the fact that in spite of this 
condition there were hundreds of humble parish 
priests and “gentle, scholarly souls within the monas¬ 
teries rendering faithfully the service expected of 
them.” Ask some member of the class to report 
on the life and work of Saint Francis of Assisi. 
Suggest ways in which Christianity was greatly 
furthered by this faithful follower of Christ. No 
doubt many teachers will be tempted to conclude 
the lesson at this point in order that the ideals of the 
life of Saint Francis might be firmly fixed in the 
minds of the students, but we must consider another 
important phase of mediaeval church life, namely, 
the development of ritual and sacraments, accom¬ 
panied later by the building of cathedrals. With the 
separation of the clergy from the laity, there grew 
up an elaborate system of worship, which required 
a suitable place of worship. What was the real 
motive lying back of these three phases of mediaeval 
church life, namely, the ritual, the sacraments and 
the cathedrals? How do we regard these phases 
of worship to-day in the light of the motive which 
first called them into being? 


44 


THE SPREAD OF CHRISTIANITY 


What contribution did the development of this 
system of worship make to the spread of Chris¬ 
tianity? Did it promote or hinder the spiritual 
development of the church? Does an elaborate 
system of worship in our churches to-day promote 
or hinder spiritual development? 

Enumerate the seven sacraments of the Roman 
Catholic Church. Call for brief reports of the mean¬ 
ing of each sacrament, introducing Question 4 
(part 1) at this point. Briefly summarize the dis¬ 
cussion in accordance with the application. 

Application. —Three great truths may be gleaned 
from this lesson, namely: 

1. The spiritual power of the church rested upon 
the simple faith and allegiance of the great masses 
of the people. If Christianity is to prosper this 
must always be true. 

2. While the papacy was spending itself in the 
development of the “Roman Theory of the Church,” 
and in establishing temporal power, the simple 
parish priests were humbly ministering to the needs 
of the people, and within the walls of the monas¬ 
teries faithful scholars were keeping aflame the 
light of learning. The spread of Christianity de¬ 
pends not so much upon a few select leaders as 
upon the faithful service of the great numbers of 
men and women giving their lives in humble and 
sometimes obscure service. 

3. Elaborate ritual, sacraments, and magnificent 
cathedrals are merely the artificial tools of worship, 
a means to an end. Indeed, they may even hinder 
the development of a real spiritual life when ac¬ 
tuated by unworthy motives. True worship is of 
the heart, and while it is often promoted by means 


TEACHERS MANUAL 


45 


of ritual, sacraments, and cathedrals, there is danger 
in an over-emphasis upon the outward signs, the 
material means. 

Activity. —Assign Chapter X. Answers to Ques¬ 
tions i, 3, and 6 should be written in the notebooks. 


CHAPTER X 
CHURCH AND STATE 

The spread of Christianity throughout the Middle 
Ages was accompanied by the ever-increasing tem¬ 
poral power of the Pope. The fall of the mediaeval 
church began when the Pope was no longer able to 
dictate the policies and control the affairs of the 
growing kingdoms of Europe. One can hardly help 
wondering what would have happened to the Chris¬ 
tian message had this struggle continued longer. On 
the other hand, we might ask ourselves the question, 
What would have been the history of the church had 
different motives controlled the actions of the Papal 
powers when their church at one time embraced in 
one great spiritual kingdom the whole of Chris¬ 
tendom? 

Aim. —The central purpose of this lesson is to 
help the students understand and appreciate the 
forces at work in the struggles between church and 
state, and to see why the church, once standing at 
the very apex of temporal power, gradually lost its 
hold on the kingdoms of Europe. We should 
further aim to discover, if possible, what was hap¬ 
pening to the spiritual life of the church during this 
period of struggle and change. 



46 THE SPREAD OF CHRISTIANITY 


Centers of stress. — i. The papal power developed 
under Gregory VII and grew continually until it 
reached its height about the eleventh century. The 
Pope of Rome dominated both the secular and reli¬ 
gious life of western Europe, his power having been 
pronounced both supreme and infallible. 

2. With the period of the crusades came a change. 
Stronger kings occupied the thrones of Europe, and 
throughout their kingdoms controversy and revolt 
were rampant against the supremacy of the papacy. 

3. The points of controversy between the church 
and the state were as follows: (1) the power of 
investiture, (2) whether or not the clergy should 
marry, (3) the legal jurisdiction of the church, (4) 
taxation. 

4. There were certain dramatic episodes in the 
struggle, namely, the struggle of Henry IV with 
Gregory VII over investitures, the humiliation of 
King John of England by Innocent III, which 
ultimately led to the signing of the Magna Charta, 
finally, the Babylonian captivity, which meant a 
final break between the church and state. 

Procedure. —This is primarily an informational 
lesson; however, a careful examination of the situa¬ 
tion existing between the church and the state 
during the period of the rise and decline of the 
mediaeval, will serve to raise very stimulating ques¬ 
tions in the minds of the students. 

Question 1 will serve as a starting point in the 
discussion. Review in this connection certain points 
discussed in Chapter V, namely, the reasons lying 
back of the supremacy of the papacy. Granting 
the validity of the theory of the supreme power of 
the Pope, what were the inherent advantages to the 


TEACHER’S MANUAL 


47 


spread of Christianity? List them on the black¬ 
board. Make a corresponding list of its inherent 
disadvantages or hindrances to the spread of 
Christianity. In view of these facts, what are your 
conclusions concerning the supremacy of the 
papacy? 

Let us consider the forces at work in European 
life during the crusades and immediately following, 
which seriously threatened the overthrow of Papal 
power. 

1. The growth of the power of European kings. 

2. The power of investiture. 

3. The right of clergy to marry. 

4. Legal jurisdiction and the right of taxation. 
Discuss each of these factors in sufficient detail to 
show how they affected the relation between the 
church and the state. 

Specific instances of the struggle between these 
two powers will add interest to the class discussion. 
Supplement the text with a more detailed account 
of the struggle between Henry IV and Gregory VII. 
Introduce Question 3 at this point to supplement 
the account of the episode between King John of 
England and Innocent III. This discussion will 
reveal the reasons why the temporal power of the 
Pope crumbled. 

Application. —Two factors should be stressed in 
concluding this lesson, namely, that (1) the theory 
of the supreme temporal power of the papacy was 
not in harmony with the ideals and teachings of the 
Christian message; (2) if the papacy had used its 
position to weld together the forces of Christendom 
in a great spiritual kingdom, dominated by the ideals 
and teachings of the Christian message, the history 



4 8 THE SPREAD OF CHRISTIANITY 


of the Christian Church, as well as the history of the 
nations of the Western world, might have been 
vastly different. 

Activity. —Assign Chapter XI. Ask different 
members of the class to prepare reports on Questions 
i, 5, and 6, the latter to be answered in greater 
detail than the question would imply. 


CHAPTER XI 

THE DAWN OF A NEW AGE 

With the collapse of the temporal power of the 
church in Europe another most significant move¬ 
ment was developing. We concluded our last lesson 
with the statement that the history of the church 
and of the nations of Europe might have been differ¬ 
ent had the church engaged in the great task of 
building a spiritual kingdom based on the ideals of 
Jesus rather than setting up a great man-made 
temporal power. Our present chapter begins on a 
more hopeful note—that, in spite of the corrupt 
temporal power of the papacy, there was growing 
out of the heart of Europe a great movement in the 
direction of spiritual , as well as material progress and 
prosperity. 

Aim. —(i) To trace the origin and development 
of the educational ideal in Europe during the period 
of the revival of learning. (2) To see the signif¬ 
icance for the spread of Christianity of the develop¬ 
ment of scholasticism and the invention of gun 
powder, the printing press, and the compass. (3) 





TEACHER’S MANUAL 


49 


To appreciate these great contributions of the period 
of “new birth” not only in the light of their effect 
upon the growth of Christianity in the Middle Ages, 
but more especially in relation to their place of use¬ 
fulness, along with more recent discoveries and 
inventions, in the program of the church of the 
present day. 

Centers of stress. — i. The revival of learning and 
the development of the educational ideal throughout 
Europe. 

(1) Scholasticism, an attempt to reduce to a 
system the thought of the day. 

(2) The rise of the universities. 

(3) The rediscovery of Latin and Greek. 

(4) The development of secular literature. 

2. Three great discoveries—gun powder, the print¬ 
ing press, and the compass. 

Procedure. —Our present lesson deals with a most 
significant movement in the history of Christian 
civilization. The teacher should attempt to present 
the facts as graphically as possible and to direct the 
discussion in accordance with the aim of the lesson. 

Introduce the lesson with questions, such as: 
What do we mean by the “dawn of a new age”? 
What were the factors at work in the world which 
gave rise to this period of “new birth”? Question 
2 will stimulate discussion at this point. How 
would a rediscovery of the real meaning of the 
Christian message have influenced the intellectual 
and material progress of this period? 

Turn to the movement itself. What was the 
scholastic movement and what part did it play in the 
period of the Renaissance? Call for a report on 
Question 1, with particular emphasis on the con- 




50 


THE SPREAD OF CHRISTIANITY 


tributions made by universities and other centers 
of learning to the spread of Christianity. What 
contributions are higher institutions making at the 
present time to the spread of Christianity, in Amer¬ 
ica and in foreign mission fields? Why is education 
essential to moral and religious development as well 
as to material progress? 

Mention the important discoveries in the direction 
of classical learning—Latin, Greek, and the produc¬ 
tion of secular literature. Question 3 may be intro¬ 
duced here to show how the rediscovery of Greek led 
to the production of a Greek New Testament as an 
important forerunner of the later religious revival. 

We have discussed in preceding lessons the feudal 
system. Why was lasting progress in any direction 
impossible while such a social system as that pre¬ 
vailed? Review the conditions of life under the 
feudal system that precluded intellectual or material 
progress. Discuss Question 4. Which influence has 
played a greater part in the spread of Christianity, 
the discovery and use of gunpowder or the develop¬ 
ment of education? Justify your answer. Has the 
highly specialized use of gunpowder in the inventions 
of modern warfare been a hindrance or an aid to 
the highest development of civilization? Is it 
possible to reconcile war with the ideals of the 
Christian message? When, if ever, and under what 
conditions is war justified? Relate this discussion 
to part (3) of our aim for this lesson. 

Call for a report on Question 5. How had the 
Bible been written and circulated before the inven¬ 
tion of the printing press? Review in this connec¬ 
tion the contributions made by monasticism in the 
conservation and promotion of learning. Are we 



TEACHER’S MANUAL 


5i 


correct in assuming that errors in translation and 
interpretation might have been made during the 
centuries when the Bible was copied by hand? How 
does this assumption affect the value of the Bible 
and our attitude toward its value? Refer to J. Pat¬ 
terson Smythe —How We Got Our Bible , and to 
Richard Lovett —The Printed English Bible. 

Call for a report on Question 6 and conclude the 
lesson with a discussion of the contribution to the 
spread of Christianity in the invention of the com¬ 
pass. An effort should be made in this lesson to 
relate the influence of this great period of “new 
birth” not only to the spread of Christianity in the 
fourteenth century but to our own day as well. 

Application. —In addition to acquiring the facts 
of the lesson, our students should come to realize 
the great fundamental truth that the growth of the 
Christian Church has been advanced or retarded 
according to the ideals dominant at each particular 
stage of its development. During the rise of papal 
supremacy, when the acquisition of temporal power 
was being emphasized, much of the spiritual vitality 
of the church was lost, but with the dawn of a new 
age, when intellectual and spiritual ideals were 
being rediscovered, Christianity experienced a “new 
birth.” With new facilities at its disposal in the 
invention of gunpowder, the printing press, and the 
compass, Christianity was destined to advance in 
its larger spiritual ministry to the world. 

Activity. —Assign Chapter XII, with special em¬ 
phasis on the suggestions for discussion at the end 
of the chapter. 



52 


THE SPREAD OF CHRISTIANITY 


CHAPTER XII 

NEW CHANNELS FOR CHRISTIANITY'S 

SPREAD 

We are here confronted with a most astonishing 
expansion of the world that took place during the 
latter half of the fifteenth and the first half of the 
sixteenth centuries. It was an age of exploration 
and discovery, opening up new worlds for Christian¬ 
ity to conquer and new channels for travel and 
communication all over the world. In our text we 
are told that “we need to remember that these 
navigators were good members of the Catholic 
Church. Never the new land was opened to explo¬ 
ration and colonization but that there came ashore 
with the soldier and his firelock the priest and his 
baptismal water. And when the age of discovery 
came to an end we see, as we study it from this 
distance, that there had been opened on every sea 
innumerable roadways down which the gospel was 
to pass to the evangelization of great portions of the 
earth.” 

Aim. —There is no doubt but that the average 
student of our text is already familiar with the facts 
of this lesson. It should be our purpose, therefore, 
to relate those facts to our larger problem of the 
spread of Christianity. We should also help our 
students to see the challenge that came to the 
church in the discovery of a new world and to 
appreciate the manner in which the church met 
that challenge. 

Centers of stress. — i. The thirst for knowledge 
discussed in the preceding chapter gave rise to a 


TEACHER’S MANUAL 


53 


spirit of adventure—a desire to discover the fabled 
lands of wealth and riches that lay beyond the seas. 

2. The Renaissance revealed the fact that Ptol¬ 
emy, who had lived in Egypt in the second century, 
taught that the world was a globe, and in 1492 this 
fact was further confirmed by a globe made by 
Behaim, a German. This assurance led mariners 
to dare to sail the uncharted seas far out from the 
shores of their own country. 

3. The age of exploration and discovery included 
the following adventures of the Portuguese: 

(1) The discovery of Cape Verde in 1445. 

(2) The Cape of Good Hope rounded in i486 by 
Diaz, who in 1498 discovered Calicut. 

(3) The discovery of America in 1492 by Colum¬ 
bus. 

(4) The exploration of Vasco de Gama in 1498. 

(5) Magellan’s explorations around the southern 
tip of South America in 1519. 

4. The explorations of the Spaniards included 

(1) The conquest of the West Indies. 

(2) Balboa’s crossing of the Isthmus of Panama 
and his discovery of the Pacific Ocean. 

(3) The conquest of the Aztecs by Cortez and of 
Peru by Pizarro. 

5. The explorations of the English centered 
around the northwestern coast of North America, 
later spreading to the West Indies and South 
America. 

Procedure. —It has already been mentioned that 
our students will be familiar with the facts of this 
lesson. Nevertheless a review of these facts is 
essential, in order that they may be related to our 
larger problem. 



I 


54 THE SPREAD OF CHRISTIANITY 

Open the discussion by means of questions. What 
facts discussed in our previous lesson gave rise to 
the spirit of adventure found in our present study? 
Was the desire for adventure the chief motive lying 
back of the age of exploration and discovery? If 
not, name the other motives. Do we generally find 
these same motives operative in any age of adven¬ 
ture? Explain your answer by means of illustra¬ 
tions from other periods of history. 

What part did Ptolemy play in this new age? 
Question i will serve to stimulate further discussion 
at this point. How did Behaim’s further confir¬ 
mation of Ptolemy’s theory affect the activities of 
this period? 

Indicate briefly the explorations carried on by the 
Portuguese, the Spaniards, and the English. Intro¬ 
duce Question 4 for discussion at this point. 

Conclude the class session with Question 5, which 
may be supplemented by further questions. What 
were the differences in racial background, tempera¬ 
ment, and religious attitude between the Spanish 
and the English? How might these differences 
influence the later religious history of regions in 
South America and North America settled by these 
respective European nations? Can you perceive 
how these differences might further affect not only 
the religious history but their political, social, moral, 
and economic history? Derive your answer from 
the present conditions in South America as compared 
with North America. 

Activity. —Assign Chapter XIII for study with 
special emphasis on the suggestions for discussion 
at the end of the chapter. Assign to individual 
students for reports in class Questions 1, 4, aiid 6. 


TEACHER’S MANUAL 


55 


Refer to articles in the Encyclopedia Britannica for 
Questions i and 4 and to Hastings’ Encyclopedia 
of Religion and Ethics for Question 6. 


CHAPTER XIII 

THE ROMAN THEORY OF THE CHURCH 

CHALLENGED 

Discovery and change were not confined alone to 
the intellectual and material realms, but religion 
as well was destined to undergo very fundamental 
changes during the period of awakening about which 
we have been studying. The remainder of our text 
is devoted to the evolution of Protestantism, as it 
grew out of the Reformation of the sixteenth century. 
Our present lesson deals with its earliest beginnings 
under the leadership of Martin Luther. As we 
proceed in our study we shall see how this great 
movement has spread throughout the whole of 
Christendom, engaging in great missionary and 
educational enterprises in its attempt to carry the 
Christian message to the great masses of the people. 
On the other hand, it will be interesting to study the 
effect of this movement on the life and organization 
of the great Roman Catholic Church. 

Aim. —The central purpose of this lesson is (1) to 
study the causes that led inevitably to the Protestant 
Reformation. We should help our students to see 
that while there were many obvious but rather sub¬ 
sidiary causes, the chief cause inhered in the decline 
of the spiritual power of the church. This disinte¬ 
grating process had been going on for centuries. 


56 THE SPREAD OF CHRISTIANITY 


indeed, from the very beginning of the history of 
organized Christianity, when men began to lose 
sight of the real meaning of the Christian message 
in the midst of a rapidly developing and complex 
church organization, based on temporal power. (2) 
To study the life and work of Martin Luther in 
their relation to the great movement which he 
promoted. (3) To awaken within our students 
the desire to possess the great spiritual insight, 
religious fervor, and powers of leadership which 
made possible Luther’s life and work, so that our 
students may serve in a larger and more intelligent 
way the church of the present day. 

Centers of Stress. —1. The immediate causes of 
the Protestant Reformation were: 

(1) The disintegrating forces at work undermining 
the spiritual vitality and power of the church. 

(2) The decline of the temporal power of the 
church, due to the development of state and national 
life in Europe. 

(3) Growing opposition to various practices pro¬ 
moted by the church, such as the sale of indulgences. 

2. The life and work of Martin Luther. 

(1) His educational training and his early relation 
to the church. 

(2) His religious experience in which he became 
convinced of the necessity of a personal and an 
immediate contact of the individual with God. 

(3) The ninety-five theses against the sale of 
indulgences in which he deliberately and avowedly 
defied the Pope. 

(4) The Diet of Worms which resulted in Luther’s 
excommunication from the church and condemna¬ 
tion by the emperor. 



TEACHER’S MANUAL 


57 


(5) His promotion of the Reformation until his 
death in 1546. 

3. Results of Luther’s work. 

(1) By winning the support of both nobles and 
scholars, Luther was able to continue his great work 
and make the Reformation permanent. 

(2) His great achievement was the rediscovery of 
an individual, personal interpretation of religion. 

Procedure. —Our preceding lessons have dealt 
with the development of the theory of the church, 
showing how that theory expanded until it touched 
every phase of national and individual life. We 
have traced its origin and its growth. We have 
seen how it dominated the political as well as the 
religious life of the people. Throughout our study 
we have at times noted certain disintegrating forces 
at work undermining that theory, in its spiritual 
and temporal relations. Our present lesson deals 
with the beginnings of what was destined to be the 
greatest religious revolt the world has ever seen. 
The great theory of the church was indeed challenged 
and tested beyond its power to survive as the great 
universal Christian Church. 

Begin the lesson by means of stimulating questions 
that deal with the more remote causes of the Refor¬ 
mation. What were the reasons—political, econo¬ 
mic and religious—why the Roman theory of the 
church could not survive? In this connection it 
will be necessary to review preceding lessons in 
order to secure the proper sequence of ideas and 
events related to the development of the Roman 
theory of the church. What likenesses and differ¬ 
ences can you discover between the meaning of the 
Christian message as embodied in the life and 




58 THE SPREAD OF CHRISTIANITY 


teachings of Jesus and the Roman theory of the 
church of the fifteenth and sixteenth centuries? In 
this comparison can you discover certain outstand¬ 
ing disintegrating forces undermining the spiritual 
life and power of the church? Trace their origin 
and development, showing how these causes led 
inevitably in the direction of a revolt against the 
Roman theory of the church. 

Let us turn now to the temporal power of the 
church. What were the political, economic, and 
social conditions in Europe during the Middle Ages 
that made possible the development of the Roman 
theory? Did Europe need such a politico-religious 
organization? What were the political, economic, 
and social conditions in Europe during the fifteenth 
and sixteenth centuries, and even a century or two 
before that time, that foreshadowed the breaking 
down of the political power of the church? What 
were the advantages to the church in its highly 
developed political power? How was the spiritual 
life of the church affected by its temporal relations? 
If the church had served to bind nations of Europe 
together in a great social-moral unity, based upon 
the life and teachings of Jesus, would the Protestant 
Reformation have happened? Could the church of 
the Middle Ages have accomplished that task? 
Why or why not? 

Such a discussion will serve to develop a common 
understanding of the background of the Refor¬ 
mation. Proceed to the immediate facts of the lesson. 

What is the meaning of “indulgences”? What 
condition within the church did the sale of indul¬ 
gences indicate? How did this practice immediately 
affect the revolt against the church? 


TEACHER’S MANUAL 


59 


At this point call for a report on Question i, the 
life of Martin Luther. Supplement the report with 
discussion based on Luther’s attitude toward the 
sale of indulgences, and toward the spiritual con¬ 
dition of the church. Emphasize his rediscovery of 
an individual, personal religion. What great con¬ 
tribution did Luther make to the Christian world 
in his emphasis upon a personal relationship with 
God as possible for every Christian? How has this 
belief influenced the life and development of Protes¬ 
tantism? Was this belief in a personal, individual 
approach to God an attempt to get back to the life 
and teachings of Jesus? In what ways did Luther 
defy the Pope? Describe the consequences of this 
action. Why were the princes of Germany, as well 
as the scholars, favorable to Luther? In what way 
did they assist him in his great work? 

Who was Philip Melanchthon, and what relation 
did he sustain to the Reformation? Call for a 
report on Question 4. 

Introduce Question 7 and follow it with Question 
6. It is hoped that by this time the students have 
developed a point of view with respect to this great 
movement, and that they have acquired a funda¬ 
mental background of facts as a basis for the further 
study of the development of Protestantism. 

Application. —We need to emphasize the fact that 
the Reformation, led by Martin Luther, was an 
attempt to rediscover the spiritual resources of the 
church. Luther’s faith in a personal, individual 
approach to God was the foundation of Protes¬ 
tantism. In the words of our text, “Protestantism 
represents the protest, echoed by increasing numbers 
as the years have passed, against any rite or any 


6o THE SPREAD OF CHRISTIANITY 


organization coming between an individual soul 
and its God. On the other hand, Protestantism 
declared that any soul can find itself brought into 
the presence and favor of God at any time by an act 
of faith.” 

Help the students to understand this great decla¬ 
ration of personal religion. First of all, help them 
to see how it provided the great dynamic for Luther’s 
life and work, furnishing him with spiritual insight, 
with religious fervor and help in time of need. By 
means of discussion, relate this personal concept of 
religion to the students, helping them to discover 
in it the source of their power and the dynamic for 
a life of usefulness in the world. 

Activity. —Assign Chapter XIV, with special 
emphasis upon Questions 3, 5, and 6. 


CHAPTER XIV 

CATHOLICISM ENTERS NEW WORLDS 

During the Protestant Reformation a counter 
movement was taking place in the Roman Catholic 
Church itself, which was destined to produce far- 
reaching results in the old organization. Our pres¬ 
ent study introduces the beginning of that Refor¬ 
mation with special emphasis upon the life and 
work of Ignatius Loyola and his followers, the 
Society of Jesus. 

Aim. —The purpose of this lesson is (1) to help 
the students to understand the causes of the counter¬ 
reformation in the Roman Catholic Church, (2) to 



TEACHER’S MANUAL 


61 


study and evaluate on the basis of their effectiveness 
the three methods used by the church to secure that 
reform, (3) to become familiar with the facts con¬ 
nected with the life and work of Ignatius Loyola 
and Francis Xavier, and (4) to arouse a sense of 
appreciation of the noble effort made by the Roman 
Catholic Church not only to regain its lost ground 
but also to spread its influence throughout the 
known world. 

Centers of stress. —1. The three methods used by 
the Catholics in their counter-reformation; namely, 

(1) The practice of Inquisition to root out heresy. 

(2) Adjustments within the church itself to abolish 
abuses on the part of the clergy. 

(3) The organization of the Society of Jesus under 
Ignatius Loyola with its subsequent missionary and 
educational program. 

2. The life and work of Ignatius Loyola. 

3. The Society of Jesus, its purpose, scope, and 
activities. 

4. The missionary activities of Francis Xavier. 

Procedure. —It is highly important, first of all, 

that the students shall see the Catholic Church in its 
true setting, before this lesson can be properly 
understood. What was the exact status of the 
church spiritually and politically at the time of the 
Protestant Reformation? Was the counter-refor¬ 
mation a sudden upheaval or was it the logical 
climax to a long process of disintegration within the 
church itself? Wherein did its causes differ from 
the causes of the Protestant Reformation? Help 
the students to see by means of this discussion that 
there were within the Catholic Church itself a 
nucleus, at least, of earnest, devout Christians who 



62 THE SPREAD OF CHRISTIANITY 

desired to see the church purged of its evil practices 
and loose administration. To be sure, the immedi¬ 
ate cause of the counter-reformation was a desire, to 
win back ground lost due to the Protestant Reforma¬ 
tion. Back of this, however, were essentially the 
same causes that led to the movement under Luther. 
Out of this chaotic period came forth a purer, more 
Christian Catholic Church. 

Discuss the practice of Inquisition as a means of 
counter-reform. Introduce Question 2. Recall in 
this connection questions raised in Chapter I con¬ 
cerning persecution. Why is persecution unable to 
succeed permanently in stamping out a worthy 
cause? What effect does it have upon those in search 
of the truth? Where was the Inquisition most 
commonly used, and with what apparent success? 
Why was it finally abandoned? 

Discuss the second means of counter-reformation. 
Show the necessity for a “house-cleaning” at the 
very heart of Catholicism. How effective was this 
means of counter-reformation? 

What was the nature of the new offensive put into 
operation by the Catholic leaders? Show the value 
of this type of procedure for that period of the 
counter-reformation. Introduce Question 3. Dis¬ 
cuss the early life of Ignatius Loyola and his prepar¬ 
ation for his great work. What were the aims of 
the Society of Jesus? How successfully did they 
operate in the work of the Jesuits? Discuss the 
value of education as a means of accomplishing 
changes and making successful great enterprises. 
How far-reaching has been the influence of the 
Jesuits? What part does this Order have in the 
present-day Roman Catholic Church? What was 


TEACHER’S MANUAL 63 

the Congregation for the Propagation of the Faith? 
Is it still functioning? 

Discuss the life and work of Francis Xavier. 
Introduce Question 5. Conclude the lesson with a 
thorough discussion of Question 6. Show clearly 
the place and value of education as a means of doing 
Christian work, not only in mission fields, but in the 
home churches. 

Application. —The students should be guided in 
developing a sympathetic and appreciative attitude 
toward this great period in the Roman Catholic 
Church, and especially toward the devoted leaders 
of the movement, known as the counter-reformation. 
Above all, they should be led to realize the place 
and value of education as the most effective means 
of performing the work of the church, whether 
Catholic or Protestant. 

Activity. —Assign Chapter XV, with special em¬ 
phasis upon Questions 1, 2, 3, and 6. Ask certain 
individuals to be prepared to report on definite 
phases.of Question 3. 


CHAPTER XV 

WHO WAS TO SPREAD CHRISTIANITY? 

The subject of our lesson suggests food for thought. 
It is not only important that our students be pre¬ 
pared to trace the development of the first sixteen 
Christian centuries, but with that perspective that 
they be carefully guided in seeing the relation to 
present-day affairs of the question, “Who is to 
spread Christianity?” 



64 THE SPREAD OF CHRISTIANITY 


Aim.—The purpose of this lesson is (i) to trace 
the spread of the Christian message throughout the 
first sixteen centuries, with a brief review of its 
success and failure at certain points, (2) to discover 
the answer to the question “Who was to spread 
Christianity?” and to see it in relation to the ques¬ 
tion, “Who is to spread Christianity?” 

Centers of stress. —1. The advance or achieve¬ 
ments of the Christian message during the first 
sixteen centuries. 

2. The effect of an enlarging world upon the 
spread of Christianity, and the place of the Christian 
message in an enlarging world. 

3. The broadening ideals of Christian leadership. 

(1) The apostolic ideal as embodied in Jesus’ great 
commission to his disciples. 

(2) The hermit ideal as illustrated in the life of 
Saint Anthony and others—a desire to escape from 
the evil of the world. 

(3) The monastic ideal which is a broader and 
more significant phase of the hermit ideal. 

(4) The preaching ideal represented in the develop¬ 
ment of great preaching orders. 

(5) The missionary ideal. 

(6) The administrator . 

4. The great question, “Who was to spread 
Christianity?” 

Procedure. —Picture graphically the Christian 
Church at the beginning of the seventeenth century. 
Compare it with the Christian Church of the apos¬ 
tolic years. Try to discover the place and effec¬ 
tiveness of the Christian message, as discussed in 
Chapter I, in the Church of the seventeenth century. 
Review the causes—economic, political, and social 





TEACHER’S MANUAL 


65 


—for the decline of the Roman Catholic Church. 
Show what happened to the Christian message 
during that decline.. 

Review the meaning of the Christian message. 
What has been the significance to the spread of 
Christianity of Jesus’ command, “Go ye therefore, 
and make disciples of all the nations”? How was 
this command interpreted in the first Christian 
century? Introduce Question 1. What was the 
extent of the conquest of Christianity by the middle 
of the fourth century? Review the incidents di¬ 
rectly related to the success of Christianity at that 
time. Review the causes of disintegration to the 
seventeenth century. 

Introduce Question 2. Call upon individuals to 
report on Question 3. Show clearly the contribu¬ 
tions of monasticism, as well as its limitations. 
Was the monastic ideal in keeping with Jesus’ ideal, 
as embodied in his own life of service? Justify your 
answer. Show how the lives of Saint Dominic and 
Saint Francis Xavier approached Jesus’ ideal of 
service. 

Discuss the origin and meaning of the “preaching” 
ideal. How did it differ from the “monastic”? 
What was the Dominican Order, and who were some 
of its followers? What contribution did this type 
of ministry make to the spread of Christianity? 
Compare its contributions with those of the apos¬ 
tolic ideal, the hermit, the monastic. 

What was the “missionary” ideal? Contrast it 
with the “preaching” ideal. Might not these two 
be combined in some instances? Could the “mo¬ 
nastic” ideal ever be combined with the “missionary” 
ideal? Justify your answer. Show how the work 


66 THE SPREAD OF CHRISTIANITY 


of the Jesuits differed from the work of the Domini¬ 
cans and the Franciscans. Account for these 
differences. 

In your judgment which ideal of leadership has 
made the greatest contribution to the spread of 
Christianity? Show clearly reasons for your answer. 
Consider briefly the church of the present day, 
whether Protestant or Catholic. As far as you 
know, which of these four ideals dominates the 
leadership of the church to-day? Do you agree 
with the text that the “missionary” ideal must 
dominate? Justify your answer. Show the rela¬ 
tion of the administrator to the spread of Christian¬ 
ity. When has the administrator, represented in 
the papacy, been an aid or a hindrance to the spread 
of Christianity? Justify your answer. 

In what ways is the “missionary” ideal a return 
to the “apostolic” ideal? Be definite in your answer 
and give fitting illustrations. 

Application. —This lesson cannot help but be a 
source of inspiration and a stimulus to thought on 
the part of the students. The teacher should help 
them to appreciate the great conquest of Christianity 
during the first sixteen Christian centuries, and the 
human element related to it. As they have studied 
the contributions made to the spread of Christianity 
by such men as Saint Francis of Assisi, Saint Domi¬ 
nic, Martin Luther, and others, it is to be hoped that 
they too may see the possibilities inherent in their 
own lives for the same kind of heroic service in the 
interests of the great missionary ideal and enter¬ 
prise of Christianity. 

Activity. —Assign Chapter XVI. We are begin¬ 
ning a study of the spread of Protestantism. The 




TEACHER’S MANUAL 


67 


students should be encouraged to a new and keen 
interest in this phase of church history. Emphasize 
especially Questions 1, 2, 3, 4, and 6. Call upon 
individuals to prepare reports on Questions 3 and 4. 
Urge all the students to be prepared to discuss 
Question 6. 


CHAPTER XVI 
GENEVA—A CITY FOR GOD 

Our present lesson begins the absorbing story of 
the spread of Protestantism throughout the world. 
It is important that the students become thoroughly 
familiar with the facts and events connected with 
the early stages of Protestantism, for only thus will 
they be able to appreciate fully the movement as a 
whole, characterized as it is by conquests and defeats, 
by achievements and failures. It is to be hoped 
that the students will come to know and appreciate 
the great personalities through whose efforts Chris¬ 
tianity has conquered the world. May the lives 
of such men as Luther, Calvin, John Knox, and 
John Wesley be a genuine inspiration to those young 
men and women who to-day are seeking to make 
their contribution to the spread of the Christian 
message. 

Aim.—The purpose of this lesson is (1) to become 
familiar with the life and work of Zwingli and Calvin, 
(2) to study the ideals and principles of government 
that were operative in Geneva, and (3) to compare 
Geneva under Calvin with the present-day concept 
of an ideal city. 

Centers of stress. —1. The teachings of Jesus must 




68 THE SPREAD OF CHRISTIANITY 


spread throughout the life of the world as well as the 
extent of the world. 

2. The life and work of Zwingli and his contri¬ 
bution to the Reformation in Switzerland. 

3. The life and work of John Calvin. 

(1) His early training as preparation for his later 
achievements. 

(2) His doctrine. 

(3) His work in Geneva. 

4. Geneva—a city for God. 

Procedure. —Begin the lesson with a brief review 
of Chapters XIII and XIV. Discuss the remote and 
immediate causes of the Protestant Reformation. As 
in Chapter XIV, show how the remote causes of the 
counter-reformation in the Catholic Church were 
similar to the causes of the Protestant Reformation. 

Outline briefly the major features of the life and 
work of Martin Luther. What relation did he bear, 
if any, to Zwingli and Calvin? At this point call 
for a report on the life and work of Zwingli. By 
means of questions bearing on the text, picture 
graphically the strategic position of the city of Geneva 
as an important trade center in Europe, and as the 
storm center of the Reformation under Calvin. 

Call for a report on the life and work of John 
Calvin. Discuss his early training as a background 
and preparation for his later achievements. Intro¬ 
duce Question 2 at this point. What were some of 
Calvin’s outstanding beliefs? Compare them with 
the then current beliefs of the Christian people and 
with our modern interpretation of the Christian 
message. Explain Calvin’s theory of predestina¬ 
tion, and show how it is still held to be a point of 
debate. 




TEACHER’S MANUAL 


69 


Discuss in detail Calvin’s early work in Geneva 
and his relationship with William Farel. Picture 
vividly the reformation first put into operation— 
the laws governing dress, amusements, and worship. 
Show how the people reacted against this kind of 
government with the result that both Calvin and 
Farel were banished. What advantages did Cal¬ 
vin’s recall to Geneva give him over the situation 
there? 

What is a theocratic form of government? Show 
how it operated in Geneva. Would such a form of 
government be possible or desirable in the modern 
American city? Justify your answer. Why was there 
opposition to Calvin’s rule in Geneva? In the nature 
of the case, why was it imperative that such opposi¬ 
tion be overcome? Discuss briefly the contribution 
of Calvin to the Protestant Reformation. 

Introduce Question 4. Discuss the need for and 
importance of education as a means of reform. 

What contribution did Geneva under Calvin’s rule 
make to the Protestant Reformation? Introduce 
Question 1 at this point. Refer to Chapter III. 
Question 6 may conclude the lesson. Why is it 
important for the kingdom of God to be established 
in the cities? Contrast the modern American city 
with Augustine’s “City of God” and with Geneva. 

What is an ideal city? Compare the ideal with 
the present-day American city. What are the points 
of difference, and how may they be accounted for? 
What part must education play in building the ideal 
“City of God”? 

The opening sentences of our text seem to epito¬ 
mize the task of a Christian—“It is the aim of the 
followers of Jesus not only to spread his teachings 



70 THE SPREAD OF CHRISTIANITY 


throughout the extent of the world, but throughout 
the life of the world as well.” Is this what Luther 
and Zwingli and Calvin were attempting to do? Are 
the present-day followers of Jesus performing this 
task effectively? If so, how? 

Application. —It is to be hoped that the students 
will be led to think seriously upon the questions 
raised in this lesson, and that they may reach sound 
conclusions on the following two points: 

1. The need and importance of education as a 
means of reform. 

2. What constitutes an ideal city and how that 
ideal may be realized in modern life. 

Activity. —Assign Chapter XVII. Ask certain 
individuals to be prepared to report briefly upon 
Questions i and 3. In view of the fact that the text 
contains only a brief statement concerning the 
origin of the various Protestant denominations, the 
students should be urged to find out all they can 
on this subject from outside sources. A detailed 
knowledge is not essential, but a proper perspective 
concerning the various Protestant denominations 
is to be desired. 


CHAPTER XVII 

THE REFORMATION IN ENGLAND AND 

SCOTLAND 

It is quite difficult in one brief lesson to discuss 
in detail all the events connected with the Refor¬ 
mation in England and Scotland, and the consequent 
beginnings of various Protestant denominations. 
For many years political and religious developments 



TEACHER’S MANUAL 


7i 


in England had been pointing in the direction of an 
absolute break with Roman authority before that 
separation finally came. It is to be regretted that 
religion , as interpreted by Jesus himself, played so 
small a part in the English Reformation, and that 
all too often a sordid political element was in the 
foreground. 

Let us hope that the students may see developing 
through these events the clear and steady advance 
of a purer and more meaningful type of Christianity 
than the world had seen since the days when Jesus 
himself had lived on the earth. Many of the great 
personalities of this period stand out in such a way 
that they may furnish inspiration and example for 
the students. 

Aim. —The purpose of this lesson is to help the 
students to come into possession of the facts con¬ 
nected with the Reformation in England and Scot¬ 
land, and to find out how Protestantism became 
divided into various denominations. More than 
that, it is hoped that they may come to appreciate 
the noble efforts of those who struggled for the 
Puritan ideals, notably John Knox of Scotland. 
While these lessons are primarily informational, they 
possess many strong teachings that may well be 
applied to personal living in our own day. 

Centers of stress. —1. The contribution of John 
Wiclif to the Protestant Reformation. 

2. The point of difference between the German 
and English Reformation was that the German 
was primarily religious , and the English primarily 
political. 

3. The separation from the church under Henry 
VIII, followed by the Protestant reign of Edward VI. 




72 


THE SPREAD OF CHRISTIANITY 


4. The Catholic reaction under Mary, “Bloody 
Mary,” as she is called. 

5. The establishment of the English Church 
during the reign of Queen Elizabeth. 

6. The rise of the Puritans, or nonconformists, 
and the later development of various denominations 
within that group. 

7. The work of John Knox in Scotland during 
the reign of Mary, Queen of Scots. 

Procedure. —No doubt the students are fairly 
familiar with the history of England during this 
period, and will be able to supplement the text at 
many points. This chapter brings us fairly close 
to our own day; at least we see the beginnings of the 
type of Protestantism with which we are most fami¬ 
liar. For that reason great care should be exercised 
in conducting the discussion so that the students 
may be aided in getting the right perspective 
for a clearer understanding of the church as we now 
know it. 

Let us begin with a brief sketch of the life of John 
Wiclif. He has been called the “Morning Star of 
the Reformation.” He lived during the fourteenth 
century and produced the first English translation 
of the Bible—a most imperfect piece of work, to be 
sure, but exceedingly powerful in its influence. 

Wiclif was the leader of a band of earnest Chris¬ 
tians called the Lollards, who carried portions of his 
translation throughout the length and breadth of 
England. The real fruits of Wiclif’s labors did not 
appear until many years after his death. Our text 
tells us that one hundred years after his death his 
remains were disinterred, burned, and thrown into 
a river. This fact alone would indicate that 


TEACHER’S MANUAL 


73 


Wiclif’s work was an important element in the 
Protestant Reformation in England. 

What part did the Bible translated in the ver¬ 
nacular play in the Reformation? At this time call 
for reports on Question 2. 

What was the essential difference between the 
Reformation in Germany and the Reformation in 
England? Can you account for the difference? 
Outline the reign of Henry VIII with respect to the 
establishment of Protestantism in England. In 
your judgment would the kind of Protestantism 
established by Henry VIII have survived had not 
Edward VI succeeded Henry VIII as king? Justify 
your answer. What was silently taking place in 
England that had a far greater influence than the 
political struggle and separation from the Roman 
Church? Introduce Question 3 at this point. 

Describe briefly the reign of Edward VI and his 
contribution to the Reformation in England. Show 
how the influence of Henry VIII was felt in the 
Catholic reaction under “Bloody Mary,” who 
succeeded Edward VI. Why was it impossible for 
Mary to suppress Protestantism in England and to 
reestablish permanently the Roman Church? 

What contribution did the reign of Elizabeth make 
to the establishment of Protestantism in England? 
Why are there always two factions in any reform? 
Show how and why this was true of the reform in 
England. What effect did this fact have upon the 
later development of Protestantism in England? 
Name one or two outstanding nonconformists. 
What methods did they use to gain their ends? 
Introduce Question 5 at this point. Within the 
group of nonconformists account for the factions. 


74 THE SPREAD OF CHRISTIANITY 


Which group of people chose the better course, 
those who preferred to remain within the church and 
seek to change it gradually, or those who left the 
church to set up organizations to suit their own 
ideas of what an ideal church should be? In any 
reform these two elements are always to be found. 
Can you give illustrations from modern life of these 
two elements at work in reform movements—in 
industry, government, education, church? In your 
judgment which type of reform is more effective and 
productive of more far-reaching and lasting results? 
If Protestantism had remained as one great body, 
would it have been able to achieve greater things 
in the spread of Christianity than it has achieved? 
Justify your answer. Do you think that a united 
Protestant Church would be possible or desirable? 
Justify your answer. Is unity of Protestantism a 
matter of organization to-day nearer to or farther 
from being a unity than it has been since the days 
of the Protestant Reformation? Give detailed 
reasons for your answer. What are some of the 
factors working against a complete union? What 
are some of the factors leading toward a union of 
aim and purpose, if not a union of organization ? 

Name the major Protestant denominations, and 
account for their beginnings. What is the reason 
for the origin of most new sects or denominations? 
Was this reason operative when the Methodists, 
Baptists, Congregationalists, and Presbyterians be¬ 
came separate organizations? 

Conclude the lesson with a brief description of the 
work of John Knox, and show how his work in 
Scotland has influenced greatly the whole Protes¬ 
tant movement. 



TEACHER’S MANUAL 


75 


Application. —It is to be hoped that the students 
will become thoroughly familiar with the facts of 
this lesson, and that they may also develop a definite 
attitude of mind concerning three pertinent prob¬ 
lems raised in the discussion, namely: 

1. The place of education in a reformation of any 
kind. This matter was discussed in the preceding 
lesson, but it cannot be overemphasized. 

2. There are revolutionary and evolutionary methods 
of reform. Typical examples of both kinds of new 
movements should be discussed, so that the students 
may be led to see that the slower, more natural 
process of changing the old order is often the safest 
and most effective. 

3. Unity of Protestantism is not merely a matter 
of organization , but more especially does it depend 
upon unity of aim, of program and method , based 
upon a common interpretation and understanding of 
the meaning and function of the Christian message 
in the world. 

Activity. —Assign Chapter XVIII, with special 
emphasis upon Questions 4, 5, and 6. 


CHAPTER XVIII 

EARLY MISSIONARIES IN THE 
AMERICAS 

We must not lose sight of the fact that while 
Europe was being stirred by theological controver¬ 
sies and revolts against the papacy the frontiers of 
Christianity were being extended to the very limits 
of the known world. With the explorer went the 


76 THE SPREAD OF CHRISTIANITY 


Catholic priest and missionary, who were in many 
cases teachers, as well. Our present chapter gives 
us a vivid picture of the early missionary activities in 
North and South America. 

Aim.—The purpose of this lesson is to become 
familiar with the early Catholic missionary activi¬ 
ties in the Americas, and more especially to realize 
the significance of the fact that with the explorer 
went the missionary, who was in many cases a 
teacher. The students should be led further to see 
the importance of education in missionary endeavor, 
that before non-Christian people can become thor¬ 
oughly Christianized they must be taught the funda¬ 
mental meaning of the Christian message, as embod¬ 
ied in the life and teachings of Jesus. This lesson 
is only the beginning of a more extensive study of 
the missionary endeavors of both Catholics and 
Protestants throughout the whole world. 

Centers of stress. — i. Pope Alexander VI decreed 
that Catholicism should have complete control in 
the religious affairs of the colonies, thus making 
possible extensive missionary activities. 

2. Catholic missions in Latin America. 

(1) The work of Bartholomew de Las Casas in 
the West Indies. 

(2) The missionary work among the Aztecs in 
Mexico, conducted by Franciscans. 

(3) Jesuit activities in South America, which 
established a form of communism in Paraguay. 

3. Missionary work among the North American 
Indians. 

(1) The work among the Algonquins, Hurons and 
Iroquois Indians, conducted by French priests and 
missionaries. 


TEACHER’S MANUAL 


77 


(2) Marquette’s famous voyage down the Mis¬ 
sissippi with Joliet. 

(3) Puritan missionary activities among the 
Indians in New England, a piece of educational 
work in which the Indians received the Bible in their 
own language. 

Procedure.—This is a study in methods of doing 
missionary work as well as a study of definite achieve¬ 
ments resulting from missionary activity. 

Begin the lesson with a carefully directed dis¬ 
cussion of this question: What is the significance to 
the spread of Christianity of the fact that with the 
explorers of the New World went the Catholic 
priest and missionary? 

How did the legacy of Alexander VI aid in the 
spread of Christianity? What lands did it include? 
Discuss in detail the missionary activities conducted 
under this legacy. 

1. The Catholic missions in Latin America. —Who 
was Bartholomew de Las Casas and what were 
the outstanding events of his missionary career? 
Can you find any parallel between his life and an 
earlier Christian apostle, of the first century? Refer 
to page 158, the second paragraph. In it, we can 
see some parallel between the work of Las Casas 
and the work of the apostle Paul. What methods 
did Las Casas use in doing his work? What were 
his achievements? 

Discuss the missionary activities among the 
Aztecs. In your judgment were they successful? 
Justify your answer. Does the present religious 
situation in that same territory give us some clue 
to the type of Christianity first established there? 
What does this tell us concerning the methods em- 



78 THE SPREAD OF CHRISTIANITY 


ployed by the Catholic missionaries in doing their 
work among the Aztecs? 

Describe the Christian communism of Paraguay 
established by the Jesuits. Introduce Question 4 
at this point. 

2. Missionary work among the North American Indians 
—Do you consider the missionary work carried 
on by the French in North America superior 
to that conducted in Latin America? Justify your 
answer. Describe the work of the Puritans among 
the Indians of New England. Do you consider the 
method used by Roger Williams to be valid for mis¬ 
sionary work in general? Justify your answer. 

Summarize the methods used in these various 
missionary enterprises. What method did Las 
Casas use? the missionaries among the Aztecs? the 
Jesuits in South America? the French among the 
North American Indians? Roger Williams in New 
England? Here we have represented social service, 
preaching and baptism, education. Discuss their 
relative importance in missionary work to-day. 

Introduce Question 5 at this point, giving detailed 
reasons for answers. Conclude the lesson with 
Question 6. Should missionary achievements be 
measured by quantitative or qualitative standards? 
Justify your answer. 

Application. —Three points should be emphasized 
in connection with this lesson, namely: 

1. The significance to the spread of Christianity 
that with the explorer went the Catholic priest and 
missionary, and in many instances the teacher as well. 

2. The use of education as a method of doing 
missionary work yields the most far-reaching and 
permanent results. 




TEACHER’S MANUAL 


79 


3. Achievements in missionary enterprises must 
be measured by qualitative rather than quantitative 
standards. 

Activity. —Assign Chapter XIX with special em¬ 
phasis upon Questions 1, 5, and 6. 


CHAPTER XIX 

PROTESTANTISM FACES THE WIDER 

WORLD 

To-day, when Protestantism all over the world is 
engaging in great missionary endeavors, it is hard to 
realize that for three hundred years after its found¬ 
ing it remained a comparatively small and provin¬ 
cial body. Our present chapter helps us to see and 
understand the reasons for the attitude of Protes¬ 
tantism in its early stages toward non-Christian 
people. It further shows us how that attitude finally 
changed until Protestantism began to engage in mis¬ 
sionary enterprises. 

Aim. —This lesson should help the students to 
understand and appreciate the unfolding interest 
of Protestantism in non-Christian people and in 
missionary endeavor. It marks the beginning of 
Protestant missionary work in the world, and for 
that reason it is important that the students should 
become familiar with the facts included in it. It 
is the teacher’s task to help the students to gain the 
right perspective concerning Protestant missionary 
work in order that they may fully appreciate the 
great missionary achievements of the present day. 



8o THE SPREAD OF CHRISTIANITY 


Centers of stress. —i. The extent of Protestantism 
at the beginning of the nineteenth century as com¬ 
pared with the extent of Protestantism to-day. 

2. The non-missionary spirit of Protestantism for 
the first three centuries after its founding was due 
to the following causes: 

(1) Interest centered upon their own safety and 
welfare. 

(2) Theological disputes and controversies among 
themselves. 

(3) Belief in the immediate return of Christ to the 
world. 

3. Early beginnings of Protestant missionary 
activity. 

(1) The interest of the Dutch in the welfare of 
their colonies, voiced by Hugo Grotius, Baron von 
Welz, and 

(2) The pamphlet issued by a German nobleman, 
Baron von Welz, and his later work in Dutch Guiana. 

(3) The interest of von Leibnitz, a great German 
scientist, in missionary work. 

(4) Lutheran missionary activity, made possible 
by the revival of spiritual fervor among them, and 
the decree of the king of Denmark, began with two 
missionaries going to India in 1706, and followed 
later by a third, Christian Frederic Schwartz. 

(5) The work of Schwartz in India. 

(6) The missionary activities of the Society of 
Friends. 

(7) Moravian missions under Count von Zinzen- 
dorf. 

Procedure. —Begin the lesson by reading from the 
Bible Matthew 28. 19-20, also Acts 1. 8. Here we 
have presented to us by Jesus himself the program 



TEACHER’S MANUAL 


81 


that he outlined for his followers. Read from the 
text (page 164) the paragraph entitled “The size of 
the non-Christian world.” Would it seem that the 
program of Jesus had been very effectively followed 
during the first seventeen Christian centuries? 

To be sure, many of our lessons have dealt with 
missionary work carried on by the Catholic Church. 
It does seem, however, that if the Christian message, 
as interpreted by Jesus himself, had ever gripped the 
heart of the great Catholic Church, the beginning of 
the seventeenth century would have seen greater 
achievements for Christianity and fewer failures 
than history records. 

Call upon some member of the class to indicate 
upon the wall map the extent of Christianity at the 
end of the first, the third, and the seventeenth 
Christian centuries. Discover the reasons why 
Christianity lost Asia Minor, Palestine, and North 
Africa. Why did not the beginning of the seven¬ 
teenth century witness greater achievements for the 
spread of Christianity? 

Discuss the attitude of the Protestants toward 
non-Christian people and missionary activities. Are 
there still traces of that attitude in some Protestant 
circles? How would you characterize the person 
who “does not believe in foreign missions”? Dis¬ 
cuss the reasons why Protestants were provincial 
for three hundred years after their founding. In 
how far are the reasons given in the text justifiable? 
Are these same reasons for lack of interest in and 
devotion to missionary activities operative in some 
quarters to-day? What is the effect upon the 
spread of Christianity? 

Trace the first stirrings of Protestant interest in 


82 THE SPREAD OF CHRISTIANITY 


non-Christian peoples. Who was Hugo Grotius 
and what influence did his work have upon the 
spread of Christianity in the Dutch colonies? Who 
was Baron von Welz and what did he do for the 
spread of Christianity? Read aloud the questions 
raised in his pamphlet (p. 167) and discuss their 
significance in the light of our present interpretation 
of the Christian message. What contribution did 
von Leibnitz make to the spread of Christianity? 

What two factors were responsible for the first 
Lutheran missionary enterprise? Who were the 
Pietists and what did they accomplish? To what 
country did the first Lutheran missionaries go and 
by whom were they sent? Describe in detail the 
work of Christian Frederic Schwartz. What three 
major emphases were there in his work? Are they 
in keeping with modern ideas of missionary work? 
Introduce Question 6 at this point. 

Describe briefly the work of the Society of Friends. 
Read from the text (p. 169) the quotation from 
George Fox concerning the Christian attitude to¬ 
ward and work among slaves. How does this com¬ 
pare with the attitude expressed in the paragraph, 
“Casting pearls before swine,” found on page 165 in 
the text? Was the attitude of the Quakers actually 
put into operation? Introduce Question 5 at this 
point. 

Conclude the lesson with a brief description of the 
work of the Moravians, begun under the leadership 
of Count von Zinzendorf. 

Application. —Let us ask ourselves a few pointed 
questions concerning Protestant missionary activity 
and the relation of individuals to it. In the light of 
this lesson how would you interpret Matthew 16. 



TEACHER’S MANUAL 


83 


25, “for whosoever shall lose his life for my sake 
shall find it”? For a church? For an individual? 
What happens to the life of a church when it begins 
to serve its community, its nation, the world? What 
happens to the spirit of an individual when he lives 
a life of service? What are the rewards of a life of 
service? To a church? To an individual? What 
happened to the spirit of Protestantism when it 
began to expand, so as to include the whole world? 
Compare the present attitude of Protestantism to¬ 
ward non-Christian people and present-day mission¬ 
ary enterprises, with the attitude and activities 
found during the seventeenth and eighteenth centu¬ 
ries. In your judgment which is more in harmony 
with the ideals and purposes of Jesus? 

Activity. —Assign Chapter XX. Ask individuals 
to be prepared to report on Questions 1, 4 and 6. 


CHAPTER XX 

METHODISM BRINGS NEW ENERGY 

Our present chapter deals with the beginning of 
the evangelical revival that took place in England 
during the eighteenth century. More especially 
does it treat the rise and the early development of 
Methodism under the leadership of John Wesley. 

Aim. —The purpose of this lesson is to trace the 
beginning of Methodism and its contribution to the 
evangelical revival of the eighteenth century. Stu¬ 
dents should be led to understand and appreciate 
the efforts of John Wesley and his fellow workers in 


84 THE SPREAD OF CHRISTIANITY 


their attempt to make more effective the ministry 
of the church, as well as their contribution to the 
world in Methodism itself. It is to be hoped that 
out of this lesson students may derive a definite idea 
of the mission of the Protestant Church to the world, 
not only Methodism, but the other Protestant 
bodies as well. As they become familiar with the 
facts of the lesson, may they be led to a keen appre¬ 
ciation of the lives that made possible the great 
evangelical revival, and may they be stirred to more 
loyal devotion, and to more effective service in their 
particular denomination. 

Centers of stress. — i. The social and religious 
conditions in England at the beginning of the eigh¬ 
teenth century. 

2. John Wesley’s life and work. 

(1) His home training and later preparation for 
his work. 

(2) The “Holy Club” at Oxford. 

(3) His trip to Georgia and contact with the 
Moravians, which led to his conversion. 

(4) The work of the Wesleys and Whitefield. 

3. The organization of Methodism and its rapid 
spread. 

4. By-products of Methodism. 

(1) Its contribution to the evangelical revival. 

(2) A stimulus to social service. 

(3) An impulse to foreign missions. 

Procedure. —This lesson should be of especial 

interest to Methodist students, but members of 
other denominations ought also to derive benefit 
from it, as they see how Methodism has developed 
and spread throughout the world, in direct response 
to a need felt during the eighteenth century for a 



TEACHER’S MANUAL 85 

deeper and more vital type of Christianity, for a 
more effective ministry of the church. 

Begin the lesson with a report on Question 1. De¬ 
scribe vividly the industrial and social conditions of 
the early eighteenth century. Help the students to 
appreciate the great need on the part of the masses 
of the people for some form of social and spiritual 
relief. Account for the fact that “religion seemed 
to be dying a natural death,” as pointed out in the 
text. 

Discuss in detail the life and work of John Wesley. 
Describe his early training and home life. Intro¬ 
duce Question 2. Of what significance to the rise 
and growth of Methodism is the fact that John 
Wesley was a well-educated, highly cultured man? 
What was the purpose and function of the “Holy 
Club” at Oxford? How did the name “Methodist” 
originate? 

Account for the failure of John Wesley in his work 
in Georgia. How was he influenced by the Mora¬ 
vians? Describe Wesley’s conversion, and trace its 
influence upon his later life and work. 

Describe the relationship between John Wesley 
and George Whitefield. What was the burden of 
both Whitefield’s and Wesley’s preaching? Discuss 
it in relation to our interpretation of the meaning 
of the Christian message. Discuss the work of 
Charles Wesley and show how his contribution in 
hymn writing has persisted to this day, and is still 
a vital force in the spread of Christianity. 

Call upon some individual to describe the earliest 
organizations of Methodism. Show how Wesley did 
not depend upon preaching alone, but relied to a 
great extent upon instruction in classes for the con- 


86 THE SPREAD OF CHRISTIANITY 


servation of the fruits of his preaching. Trace the 
spread of Methodism throughout England in the 
eighteenth century and in America as well. 

What direct contribution did Methodism make 
to the evangelical revival of the eighteenth and 
nineteenth centuries? How did the Methodist 
revival quicken the social consciousness, and in what 
way was it an aid to the great masses of the people? 
Compare the early eighteenth-century attitude to¬ 
ward non-Christian people with the early seven¬ 
teenth-century attitude. Account for the change. 

Conclude the lesson with the brief reference to 
the present status of Methodism. What is its pres¬ 
ent size and scope? Does it still adhere to the great 
principles and purposes of its founder? How do the 
activities of Methodism to-day reflect the spirit of 
John Wesley? If he were now living would he be a 
narrow denominationalist, standing for outworn 
theological positions and interpretations, or would 
he be a progressively minded minister of the social 
gospel? 

What are the major emphases in the work of the 
Protestant churches to-day? Mention three ways 
in which they are helping to spread the Christian 
message throughout the length and breadth of the 
world. The remaining chapters of our text show 
how education , social service , and preaching are being 
used in the spread of Christianity. 

Application. —It is to be hoped that this lesson 
will help the students to develop the right perspective 
toward the rise and spread of Methodism, and its 
contribution to the world. May they be led to a 
keen appreciation of the work of John Wesley, its 
founder, and his coworkers. This lesson ought to 



TEACHER’S MANUAL 


87 


arouse within young people a sincere devotion to the 
cause of Christianity and a desire to serve through 
their respective denominations the interests of 
humanity. In the three great enterprises of the 
church there is surely a place for all who would 
serve. May our students be guided in finding their 
place, so that they may make the greatest possible 
contribution to the spread of Christianity. 

Activity. —Assign Chapter XXI, with special em¬ 
phasis upon Questions 1,3,4, and 5. Ask certain indi¬ 
viduals to be ready to report on Questions 3 and 5. 


CHAPTER XXI 

SPREADING RELIGION IN AMERICA 

“Before proceeding with the accounted the world- 
spread of Christianity,” says our text, “it is necessary 
to recall how America became a base for that 
spread.” In this lesson we get a cursory view of the 
place of religion in the early history of the United 
States—this to serve as a background for a more 
detailed study of how the religious life of America 
through its great missionary enterprises has affected 
the life of the whole world. 

Aim. —(1) To trace the early religious history of 
America, showing the location of the various denom¬ 
inations in the colonies, and accounting for the 
spiritual decline immediately before and after the 
Revolution, in spite of the great awakening under 
Edwards and Whitefield. 

(2) To realize the place and importance of Chris- 


88 THE SPREAD OF CHRISTIANITY 


tian education not only in early American history, 
but at the present time, as well. 

(3) To study the contribution of the circuit-riders 
to the religious life of America. Throughout this 
lesson it is to be hoped that the students will under¬ 
stand and appreciate the great contribution of 
Protestantism to American life. 

Centers of stress. —1. The location of the various 
denominations on the Atlantic seaboard, and their 
influence upon the life of their immediate surround- 
ings. 

2. The place of Christian education in the early 
history of the United States. 

3. The spiritual decline preceding the Revolution, 
which called forth the Great Awakening under Jona¬ 
than Edwards and George Whitefield. 

4. The contribution of the circuit-riders to the 
early religious life of America. 

Procedure. —Begin the lesson by recalling certain 
historical facts connected with the settlement of the 
Atlantic seaboard colonies. What were the out¬ 
standing reasons that brought settlers to America? 
How large a part did religion play? Indicate the 
location of the various Protestant bodies in the 
American colonies. Introduce Question 1 at this 
point. In spite of the fact that many of the early 
settlers came to America to seek religious freedom, 
they were, on the whole, quite intolerant of any 
religious beliefs or customs different from their own. 

Account for the spiritual decline during the middle 
of the eighteenth century. How did this condition * 
affect the life of the American people? Discuss by 
means of questions the Great Awakening. What 
do you know about the type of preaching used by 


TEACHER’S MANUAL 


89 


Jonathan Edwards and George Whitefield? To 
what classes did they make their greatest appeal? 
How lasting and far-reaching were the results of the 
Great Awakening? Why is a reaction always inev¬ 
itable after such an emotional stirring as that of the 
Great Awakening? What principle for doing reli¬ 
gious work may be deduced from such a situation? 
When and under what conditions, however, are such 
methods as those used by Edwards, Whitefield, and 
Tennant suitable? How are their results to be con¬ 
served? 

Describe the religious status of the colonies just 
preceding and following the Revolutionary War. 
Introduce Question 4 at this point. Can you find 
any parallel between the post-Revolutionary period 
and the present religious status of America following 
the Great World War? How would you account 
for the present religious status of America? 

Describe in detail the contribution of the circuit- 
riders to the spread of Christianity in America. Call 
for reports on Question 5. Contrast the status of 
the various denominations at the middle of the 
nineteenth century with their status following the 
Revolutionary War. What were the underlying 
causes of the changes that had taken place? 

Discuss in detail the place of Christian education 
in the history of the United States. Call upon 
members of the class for reports on Question 3. 
Account for the great interest of the early settlers 
in Christian education. Why has the church always 
interested itself more or less in education? Is that 
interest greater or less at the present time than it 
has ever been before? Justify your answer. 

In what ways has America been especially fitted 


90 


THE SPREAD OF CHRISTIANITY 


for the great task of serving as the base for the spread 
of Christianity? Let this question conclude the 
discussion. 

Activity. —Assign Chapter XXII, asking individ¬ 
uals to be prepared to report on Questions 3, 4, 5, 
and 6. 


CHAPTER XXII 

CHRISTIANITY IN MODERN INDIA 

The remaining chapters of our text are devoted to 
a study of the spread of Christianity throughout the 
modern world. Our present lesson deals with the 
Christian advance in India. It is hoped that those 
who study these lessons may gain more than a mere 
knowledge of the facts connected with the Christian 
conquest of the world, but that they may also come 
to appreciate more deeply the great contributions 
of Christianity to civilization, and that they may 
desire to meet with the loyalty and service of their 
lives the great challenge of Christian missions. 

Aim.—(1) To trace the progress of Christian 
missions in India and to discover the effectiveness 
of the various methods that have been used in the 
work. (2) To understand the present status of 
Christianity in India in the light of the economic, 
social, and industrial conditions that have prevailed 
there for centuries. (3) To study and appreciate 
the contributions made to the development of India 
by the introduction of Christianity. 

Centers of stress. —1. There were a number of 
early attempts on the part of Catholic missionaries 


TEACHER’S MANUAL 


9i 


to Christianize India; notably, the work of the 
Nestorian Christians, Francis Xavier, and the 
Jesuits. 

2. The control of India by the British East India 
Company had a profound effect upon all phases of 
life in India and greatly influenced Protestant mis¬ 
sionary enterprises of the early nineteenth cen¬ 
tury. 

3. William Carey, representing the Baptist Mis¬ 
sionary Society of England, was the first Protestant 
missionary to India, but he was soon followed by 
Alexander Duff, a Scotchman, and several American 
missionaries. 

4. Since the revocation of the charter of the 
British East India Company in 1857, Protestant 
missions have advanced tremendously in India, in 
spite of the terrific mutiny that accompanied the 
revolt against the British East India Company. 

5. Various methods have been employed in the 
missionary work in India, namely: 

(1) Evangelistic. 

(2) Education. 

(3) Industrial education. 

(4) Medical missions. 

(5) Wide use of literature. 

6. Protestant missionary activities in India have 
produced amazing results, first in the great number 
of natives of all strata of society who have accepted 
Christianity, and, second , in the fact that India is 
developing a self-sustaining native church. 

7. There have been many indirect results of 
Protestant missions in India, namely: 

(1) The breaking down of the caste system. 

(2) The reforms within Hinduism. 


92 


THE SPREAD OF CHRISTIANITY 


(3) The awakening of a national consciousness and 
pride. 

Procedure. —Begin the lesson with reports on 
Question 3. Call upon representatives of the major 
denominations to outline briefly what their partic¬ 
ular denominations are doing for the Christian 
conquest of India. Emphasize particularly the 
scope and extent of their work in India, and the 
various methods now being used there in the spread 
of Christianity. 

This concrete material will serve to develop interest 
in the lesson and will also relate the following dis¬ 
cussion more closely to the life of the students. 
It is to be hoped that they may realize that they 
are having a part in the spread of Christianity 
throughout the modern world. 

With the present situation of Protestant missions 
in India in mind, proceed to discuss the rise and the 
early development of missionary activity in India. 
Of what significance is the fact that early Protestant 
missionaries found decadent traces of Catholic mis¬ 
sions in India? Explain the relation of the British 
East India Company to the political situation in 
India during the eighteenth and nineteenth centu¬ 
ries. Introduce Question 1 at this point. 

Discuss the life and work of William Carey, the 
first Protestant missionary in India. Show how his 
famous motto influenced his life and helped the 
cause of Christianity in India. Of what value to a 
person is such a motto? Give illustrations of other 
great Christian leaders who have been dominated 
by such a motto or purpose. What types of work 
did William Carey perform in India? Introduce 
Question 2. Summarize his contributions to the 



TEACHER’S MANUAL 


93 


spread of Christianity in India. Who were some of 
the early Protestant missionaries in India and what 
did they accomplish? 

Show how the revolt against the British East 
India Company helped the spread of Christianity. 
Can you give any other illustrations where perse¬ 
cution has only served to strengthen the cause of 
Christianity rather than suppress it? Is perse¬ 
cution of the followers of a great cause ever able to 
stamp out the cause? Why or why not? 

Discuss in detail the types of missionary work in 
India. Explain the nature of the evangelistic method 
and point out its inherent advantages and limita¬ 
tions. Can lasting and far-reaching results be 
achieved by the evangelistic method? Justify your 
answer. Of what value is the educational method in 
missionary work? Show how it must supplement 
at every point the evangelistic method, if both are 
to be fully successful and effective. Of what sig¬ 
nificance for the spread of Christianity in India 
would be a generation of children educated according 
to the ideals and principles of Jesus? How could 
this piece of Christian work be accomplished. 

Of what value is industrial education in India? 
Call for reports on Question 5 at this point. Show 
the place and importance of medical missions as a 
means of missionary work in India. Discuss the 
value of the use of literature. Why is it necessary 
for Christianity to minister to every phase of the 
life of a people, if it is to carry on effective mission¬ 
ary work among them? 

Discuss the direct results of Protestant missionary 
work in India. Bring out the dangers as well as 
advantages inherent in the so-called mass movement 


94 


THE SPREAD OF CHRISTIANITY 


in India. Is a nominal acceptance of Christianity 
accompanied by the act of baptism an adequate 
guarantee of the success of Christian missionary 
efforts? Justify your answer. Discuss the value 
of the development of a native indigenous church. 
Will the time ever come in India or any of the so- 
called foreign mission fields when missionary activity 
carried on by Western Christian churches will no 
longer be needed? Justify your answer. If so, 
what would be the advantages and disadvantages 
for the spread of Christianity? 

Discuss the indirect results of Protestant mis¬ 
sionary work in India. As a background for this 
discussion call for reports on Question 6, with especial 
emphasis upon the second clause of the question. 
What effect has Christianity had upon the caste 
system of India? What other contributions of 
Western civilization have tended to break down the 
caste system? Will this ever be accomplished? If 
so, with what effect upon the social, economic, 
political, and religious life in India? 

Show how Christianity has served to work a 
counter-reformation in Hinduism. What will be the 
eventual outcome of the present situation in Hin¬ 
duism? Of what significance for every phase of 
the life of India is the present awakening of a 
national consciousness? What causes are chiefly 
responsible for this situation? What relation will 
the development of a national consciousness in India 
bear to the spread of Christianity there? 

Conclude the discussion by showing how the 
spread of Christianity in India means vastly more 
than a nominal acceptance of and baptism into the 
Christian faith, but that it must dominate the lives 


TEACHER’S MANUAL 


95 


and purposes of the vast masses of the people, touch¬ 
ing every relationship of life, before it has performed 
its full task in India. 

Activity. —Assign Chapter XXIII, with special 
reference to Questions 2, 4, and 5. Ask certain 
individuals to look up in Hastings’ Encyclopedia of 
Religion and Ethics the meaning of Chinese animism, 
Buddhism, Taoism, and Confucianism referred to 
in Question 1. 


CHAPTER XXIII 
CHINA AND CHRISTIANITY 

Our present chapter deals with the Christian 
advance in China. To quote from our text, “China 
stands to-day in the focus of world attention. . . . 
She is open just now to the Christian message as is 
perhaps no other large non-Christian country. If 
she accepts it, her adherence is bound profoundly 
to affect all future history.” If she rejects it—that 
is another story. It is the task of the Christian 
Church to-day to see to it that China does accept 
the Christian message, that the life and ideals of 
Jesus become the dominating interest and motive 
of the great masses of Chinese. It is to be hoped 
that the students of this chapter may feel the chal¬ 
lenge of the great Christian enterprise in the Chinese 
republic, and that they meet it with the devotion 
and service of their lives. 

Aim. —(1) To understand and appreciate the 
background of Christianity in China. (2) To be¬ 
come familiar with the facts connected with the 


96 THE SPREAD OF CHRISTIANITY 


spread of Christianity in the great republic. (3) To 
develop an appreciation of the devoted sacrifice and 
service rendered by missionaries in China and to 
awaken a desire on the part of the students to meet 
with the devotion and service of their own lives the 
challenge of the spread of Christianity in China. 

Centers of stress. —1. The background of Protes¬ 
tant Christian missions in China. 

(1) The difficulties inherent in the size and phys¬ 
ical make-up of China have constituted a great 
handicap to missionary activity. 

(2) The traditional conservatism and backward 
look of the Chinese have been a difficult problem to 
overcome. 

(3) The various types of religious belief found in 
China have hindered the acceptance and spread of 
Christianity. 

2. Early Christian missions in China. 

(1) Nestorians in China by the middle of the 
seventh century. 

(2) Franciscans in Pekin by the end of the thir¬ 
teenth century. 

(3) Jesuit missions in China at the close of the 
sixteenth century followed by the coming in of Fran¬ 
ciscans and Dominicans. 

(4) Robert Morrison, the first Protestant mission¬ 
ary, in 1807. 

3. The growth of the Christian movement. 

(1) Early advances exceedingly slow and dis¬ 
couraging. 

(2) The Boxer uprising and its influence upon the 
spread of Christianity in China. 

(3) The present status of Protestant missions in 
China. 



TEACHER’S MANUAL 


97 


4. The outstanding features of the Christian move¬ 
ment in China. 

(1) The cooperation of Protestant missionary 
forces in China. 

(2) The rapid growth and influence of the Chris¬ 
tian community. 

(3) The growing strength and independence of the 
Chinese Protestant church an indication of the 
success of the spread of Christianity in China. 

Procedure. —Begin the lesson with a brief review 
of the preceding chapter in which the essential points 
of similarity and difference between the advance of 
Christianity in India and in China should be brought 
out. From that point proceed to a detailed dis¬ 
cussion of the Christian movement in China. 

First of all discuss the factors involved in what 
the text calls “The Problem of China.” Call upon 
a member of the class to describe the physical 
features and size of China, showing how these facts 
constitute a very real handicap to the Christian 
advance in China. Account for the conservatism of 
which our text speaks. Show how the backward 
look or ancestor worship is found to be an enemy of 
progress. Describe the reasons for a type of ances¬ 
tor worship found in China and discuss its signifi¬ 
cance in the light of Western civilization. 

Call upon individuals to report on the various 
religions found in China— Animism, Taoism, Bud¬ 
dhism, Confucianism. What effect could and does 
the Christian message have upon these religious 
beliefs? Introduce Question 2 at this point, and in 
each detail of the discussion be concrete and specific, 
so that the essential differences between Christianity 
and Confucianism may be clearly brought out. Are 



98 THE SPREAD OF CHRISTIANITY 


these religions found elsewhere in the Eastern world? 
If so, what effect do they have upon the life of the 
people? In your judgment, which of these two 
great religions (or really systems of thought, as in 
the case of Confucianism) has more to offer China? 
Justify your answer. 

Trace the progress of Christianity in China. 
Discuss briefly the various attempts at missionary 
work made by the Catholics. Why have Catholic 
missions been comparatively unsuccessful in China? 

Describe Protestant missionary work preceding 
the Boxer uprising. How would you estimate the 
value of the work done by Robert Morrison? In 
your judgment, why was the work of Peter Parker 
the entering wedge for Christian missions in that 
country? When is the Christian message more 
effective, in spoken or applied form? Give illus¬ 
trations from preceding lessons in this course. 

What were the causes of the Boxer uprising? 
What were the immediate results? Contrast the 
status of Christianity preceding the Boxer uprising 
with the status of Christianity ten years after. What 
part did the United States play in the Boxer up¬ 
rising? What influence has this had upon the 
Christian movement in China? Show how perse¬ 
cution of a cause is never able to stamp out that 
cause, but serves, moreover, as a means of strength¬ 
ening the cause and making it more permanent. 
What is the numerical strength of Protestant Chris¬ 
tianity in China to-day? 

Conclude the lesson with a discussion of the out¬ 
standing features of the Christian movement in 
China. By means of concrete illustrations show 
how the policy of cooperation is favorable to the 


TEACHER’S MANUAL 


99 


spread of Christianity. Point out the advantages 
of the policy of cooperation. What effect will this 
policy have eventually upon the Protestant develop¬ 
ment of China? 

Show how the rapid growth of Christian influence is 
affecting the life of the Chinese republic. Introduce 
Question 5 at this point with concrete illustrations. 
What is the present attitude of the Chinese toward 
the United States? Of what significance is this for 
the spread of Christianity? Trace the development 
of the growth of power on the part of the Chinese 
Christians. What basis is there for the concluding 
statements in our text, “The time is not far distant 
when the control of the Christian enterprise in 
China will pass into Chinese hands. And they will 
carry it on to complete victory”? 

Activity. —Assign Chapter XXIV with especial 
emphasis upon Questions 2, 3, 5, and 6. Review in 
this connection Chapter VII, “Christianity’s Great¬ 
est Rival,” in order to get clearly in mind Christian¬ 
ity’s first contact with Mohammedanism and the 
Moslem world. 


CHAPTER XXIV 
THE APPROACH TO ISLAM 

In an earlier lesson (Chapter VII) we studied in 
detail the origin and growth of the Mohammedan 
religion, making very definite comparisons between 
the life and teachings of Mohammed and the life 
and teachings of Jesus. In Chapter VIII our text 
discussed the first organized attempt on the part of 


IOO 


THE SPREAD OF CHRISTIANITY 


Christianity, namely, the crusades, to combat the 
power of the Moslem Turks. In our present study 
we shall see how Christianity to-day is endeavoring 
to meet the great problems centering in Islam, which 
may still be called “Christianity’s Greatest Rival.” 

Aim.—The purpose of this lesson is (i) to study 
and understand, if possible, the great problem pre¬ 
sented to the Christian forces to-day in the Moham¬ 
medan religion and its hold upon the Eastern world, 
(2) to become familiar with the attempts now being 
made by Protestant Christianity to regain lost 
ground and to win for Christianity the Moslem 
world. This is a stupendous task to be sure, but 
Christianity must face it with resistless courage and 
faith, and with great skill. Young men and women 
should be led to see their relation to this enterprise 
and to make intelligently and efficiently their con¬ 
tribution to the new Christian crusades in the name 
of the Founder of Christianity. 

Centers of stress. —1. A review of the beginnings 
of Mohammedanism in order to understand anew 
why this religion is still Christianity’s greatest rival. 

2. The extent of Mohammedanism in the modern 
world. 

3. Early approaches to Islam. 

(1) The crusades of the Middle Ages conducted 
for the purpose of wresting the Holy Land from the 
Turks. 

(2) The “new sort of crusade” begun by Raymond 
Lull, in which the educational method was advanced 
as a possible means of overcoming Islam. 

(3) American pioneers in the Near East, with 
emphasis upon the establishment of schools and the 
spreading of literature. 




TEACHER’S MANUAL 


IOI 


4. The educational method at work in the Moslem 
world. 

(1) In Armenia. 

(2) Christian colleges established in Constanti¬ 
nople, Beirut, and Smyrna. 

5. The political situation in Turkey as a background 
to the Christian approach to Mohammedanism. 

6. The outlook for Christian missions among the 
Mohammedans. 

(1) Signs of hope in the political situation. 

(2) A temporary spiritual renewal and increased 
missionary activity on the part of the Mohammed¬ 
ans to be expected. 

(3) The final conquest of Islam by Christianity 
is possible , by means of Christian education. 

Procedure. —“In Islam Christianity has found 
her greatest rival,” says our text. Begin the lesson 
with a review of Chapter VII in which not only the 
origin and early development of Mohammedanism 
were studied but the essential differences between 
the life and teachings of Mohammed and the life 
and teachings of Jesus were discussed in detail. 
Show the justification for the statement in the text 
that Mohammedanism is Christianity’s greatest 
missionary rival. 

Trace on a wall map the present size of the Moslem 
world and compare it with the size of the Christian 
world. How large numerically is the Moslem world? 
Account for its rapid spread and for its hold upon 
the people. Introduce Question 2 at this point. 
By what methods has Mohammedanism gained its 
present numbers? Contrast these methods with 
those employed by Christianity in the spread of the 
Christian message throughout the world. 


I 


io2 THE SPREAD OF CHRISTIANITY 


Discuss the early Christian approaches to Islam. 
Review Chapter VIII. In what ways did the 
crusades succeed or fail to accomplish their pur¬ 
pose? What is the meaning of the “new crusade” 
of which our text speaks? Who was Raymond Lull 
and what contribution did he make for the spread 
of Christianity? What did Henry Martyn accom¬ 
plish for Christian missions? What is the significance 
of his statement, “Let me burn out for God”? What 
other Christian missionaries have given to the world 
some such mottoes? What approach did American 
missionaries make to Islam and what was the nature 
of their work? 

Our text lays considerable stress upon the use of 
the educational method in the Christian conquest of 
Islam. Why should the use of the educational 
method prove especially desirable in missionary 
work with the Mohammedans? Introduce Ques¬ 
tion 5 at this point. What are the leading Christian 
educational institutions in the Near East at the 
present time, and how far-reaching is their influence 
upon the Moslem world? 

Introduce a brief discussion of the political situa¬ 
tion in Turkey as it relates particularly to the spread 
of Christianity. Outline briefly the disintegration 
of the Ottoman Empire since the beginning of the 
nineteenth century. What part have the so-called 
Christian nations played in this disintegration? 
Introduce Question 4 at this time. Have the 
nations of the Western world taken a Christian 
attitude toward the Armenian massacres? Justify 
your answer. What is the solution politically for 
the problem of the Near East? What part must 
Christianity play in the solution of that problem? 


TEACHER’S MANUAL 


103 


How is the spread of Christianity handicapped by 
the present political policies in the Near East? 

How much of the Moslem world is now under the 
political domination of Christian states? Trace on 
the map. What effect will this fact have upon the 
spread of Christianity? What will be the eventual 
outcome? What reaction will this Christian politi¬ 
cal domination of the Moslem world have upon the 
spirit and morals of the Mohammedans? How will 
this renewed spiritual power express itself, and with 
what effect upon Christian missions? 

Conclude the discussion by reading the closing 
paragraph of the chapter. What justification is 
there for the statement that Mohammedanism is 
on the downgrade? In the light of our present 
civilization and the modern standards of living, is it 
right or wrong to assume that Mohammedanism is 
not able to meet the political, social, economic, and 
spiritual demands upon it? What will be the natural 
outcome? What place will education fill in the 
overthrow of Islam? Show how the educational 
method may be employed so as to accomplish this 
goal. 

Activity. —Assign Chapter XXV, with special 
emphasis upon the first three questions. Ask certain 
individuals to be prepared to report on Question 3^ 


io4 THE SPREAD OF CHRISTIANITY 


CHAPTER XXV 

THE CROSS IN THE JAPANESE EMPIRE 

The whole world has been impressed at the rapid¬ 
ity with which Japan has absorbed Western ideas 
and customs, and has forged her way to the front 
until she now stands with the other great nations. 
It is fair to give much of the credit of Japan’s suc¬ 
cess to Christianity and Christian influences. How¬ 
ever, the Christian conquest of Japan is by no means 
complete, nor will it be until Christian ideals and 
principles of living become deep-rooted in the hearts 
and lives of the people. This is the challenge of 
the cross in the Japanese Empire to-day. 

Aim.—(i) To become familiar with the facts 
connected with the progress of Christianity in the 
Japanese Empire. (2) To understand and appre¬ 
ciate the present challenge of Japan to Christianity 
and to sense the difficulties involved in the Chris¬ 
tianization of Japan. 

Centers of stress. —1. The early Catholic mis¬ 
sionary activities in Japan. 

(1) The work of the Jesuits and the consequent 
massacre at Nagasaki in 1637. 

(2) The Japanese Christians in secret from- 1637 
to 1872. 

2. The religions of Japan. 

(1) Confucianism. 

(2) Buddhism. 

(3) Shintoism. 

3. The arrival of Commodore Perry in 1853, in 
which Japan finally opened her doors to the civili¬ 
zation of the Western world. 



TEACHER’S MANUAL 


io 5 

4. The rapid transformation of Japan from an 
obscure nation to a world power. 

5. The progress of Christianity in Japan, with its 
attendant problems and its tasks. 

6. The political relationship between Japan and 
Korea, with its influence upon the Christianization 
of Korea. 

7. The present religious status and the future of 
Korea. 

Procedure. —Begin the lesson with a discussion 
of the present economic, political, social, and reli¬ 
gious status of Japan. How does Japan rank to¬ 
day with the other great nations of the world? In 
what sense is Japan a world power? What contri¬ 
bution did Japan make to the World War? What 
is the present relationship between Japan and the 
United States? What is vitally needed in Japan 
to-day to insure right relationships between Japan 
and the other world powers? Why is Japan re¬ 
garded by many as a nation to be watched and 
feared? Is this attitude justified? Why or why 
not? 

What contribution has Christianity, through its 
missionaries, made to the making of modern Japan? 
Trace the development of Christian missions in 
Japan. What causes led to the massacre at Naga¬ 
saki in 1637? What conclusions have you been able 
to reach up to this time concerning the nature and 
scope of Catholic missionary enterprises in the 
Orient? Why did Japan seek to cut off all communi¬ 
cation with the outside world? 

Discuss the religions of Japan. Of what peculiar 
significance is Shintoism? Show how adherence by 
the Japanese to this system of belief has had a pro- 


106 THE SPREAD OF CHRISTIANITY 

found influence upon the Christian advance in 
Japan, and upon the government of Japan as 
well. 

What effect did the coming of Commodore Perry 
have upon the development of Japan? Discuss in 
detail the recent progress of this empire, showing how 
Japan has eagerly sought the help and guidance of 
the other great nations of the world in the develop¬ 
ment of her own power. 

What is the present status of Christianity in 
Japan? What is its present task in Japan? Dis¬ 
cuss here the importance of the transforming power 
of Christianity in the life of an individual and a 
nation. Bring out the fact that Christianity now 
faces the task of spiritualizing , vitalizing the life 
of Japan. Introduce Question 2. What part must 
Christianity play in helping Japan to meet her 
social and industrial problems, in helping her to 
make the proper international adjustments? 

Call for reports on Question 3. Make this dis¬ 
cussion concrete and interesting. Help the students 
to see their responsibility in the Christianization of 
Japan. Introduce Question 4. 

Discuss the relationship of Japan and Korea. 
Has Japan conducted her affairs with Korea in a 
Christian manner? Justify your answer. What 
are the underlying causes of the present upheaval 
in Korea? In what way is Christianity responsible 
for it? What is the numerical strength of Chris¬ 
tianity in Korea to-day? What great problems 
does Korea present to Christianity, and how must 
Christianity solve them? 

Activity.—Assign Chapter XXVI with special 
emphasis upon all the study questions at the close 


TEACHER’S MANUAL 


107 


of the chapter. Ask individuals to prepare reports 
on Questions 2 and 5, and in addition, the life and 
work of David Livingstone. 


CHAPTER XXVI 
IN THE DARK CONTINENT 

Our present lesson deals with Christianity’s 
advance in Africa. Perhaps no other mission field 
presents so many or such varied difficulties as does 
the Dark Continent. It can be said that Christian¬ 
ity has as yet made little progress there. True in 
many instances is the statement that the coming to 
Africa of the white man with so-called Western 
civilization has been a curse rather than a blessing. 
Our task is to study intelligently the problems 
facing Christianity in Africa, and to discover, if 
possible, how the Christian message may become 
operative in the life of the continent, and how it 
may come to dominate the lives of the vast company 
of Africans, as yet untouched by Christianity. 

Aim.—The purpose of this lesson is (1) to become 
familiar with and to develop an understanding of 
the problems which Christianity is now facing in 
Africa, (2) to arouse a keen appreciation for the life 
and work of David Livingstone, (3) to develop a 
sense of responsibility on the part of the students to 
do their share in the spread of Christianity to the 
Dark Continent. 

Centers of stress. —1. North Africa was once the 
seat of a vigorous Christian community, but was 
not able to resist the hordes of Vandals and Mos- 


io8 THE SPREAD OF CHRISTIANITY 


lems, who through the early Christian centuries 
succeeded in wiping out the last vestige of Chris¬ 
tianity. 

2. Africa has been the victim of exploiters from 
the West who found an easy wealth in the slave 
trade. 

3. David Livingstone, through his life and min¬ 
istry spent in the interest of the Negroes of Africa, 
opened the way for Christianity’s advance, and did 
all in his power to combat the evil influences of the 
slave trade. 

4. Why Africa is a missionary problem. 

(1) It has been the victim of unjust treatment 
by foreign powers who have staked out colonies and 
taken possession of the continent’s natural resources. 

(2) The effects of Western civilization for the 
most part have been unchristian, introducing im¬ 
moral practices, social evils, and a situation antag¬ 
onistic to the work of Christianity. 

(3) Africa is a stronghold of Mohammedanism, 
and this fact alone makes the task of Christianity 
very difficult. 

5. There are signs of hope in the Dark Continent, 
but before Christianity can exert any far-reaching 
influence there it will be necessary for the nations 
holding colonies in Africa to assume responsibility 
for the education and natural development of the 
Africans. 

Procedure.—Begin the lesson with a discussion 
of the problems involved in the Christian movement 
in Africa. 

1. Africa in the hands of Western exploiters .— 
Why have Western nations been so eager to stake 
out colonies in Africa? What nations control 



TEACHER’S MANUAL 


109 


colonies there, and how have they treated their 
colonies in the past? What Western nation has 
been especially noted for the cruel treatment of its 
colony in Africa? What sections of Africa are to¬ 
day independent? What natural resources of Africa 
have been particularly exploited? Give an account 
of the growth and suppression of the slave traffic. 
What Christian influence was particularly respon¬ 
sible for the abolition of the slave trade? In your 
judgment, have the Western nations acted in a 
Christian manner toward the Africans? Justify 
your answer. 

2. The effect of Western civilization upon Africa .— 
Mention the outstanding social evils present in 
Africa to-day as a direct result of Western so- 
called civilization. Show how these conditions 
combat the forces of Christianity. How are these 
social evils to be eliminated? 

3. Africa the stronghold of Islam. —What factors, 
discussed in the preceding lesson, are responsible 
for the awakened Mohammedanism now found in 
Africa? Explain the significance of the fact that 
every Mohammedan is a missionary. 

Trace the progress of Christianity in Africa. 
Point out on the map the extent of Christianity in 
Africa during the first few Christian centuries. 
Mention the outstanding facts connected with the 
status of early Christianity in Africa. What were 
the causes for its disappearance? If Christianity 
had remained in Africa, in what ways, do you think, 
would the history of that continent have been 
different? Give your reasons. 

What attitude did Christianity assume toward 
the slave trade, even up to the beginning of the 


no 


THE SPREAD OF CHRISTIANITY 


nineteenth century? In what ways was this atti¬ 
tude contrary to the Christian message? At this 
point call for a report by some member of the class 
on the life and work of David Livingstone. By 
means of a carefully directed discussion arouse a 
keen appreciation of the life and service of Living¬ 
stone. May the students see in him an example of 
a true Christian soldier. Introduce Question 3 to 
be followed by Question 4, in which the students 
should be led to realize and appreciate the service 
of both Livingstone and Stanley to the welfare of 
the Africans. 

Conclude the lesson with a summary considera¬ 
tion of the problems related to the Christian advance 
in Africa. Enumerate the signs of hope now to be 
seen in the awakening self-assertion among the 
Negroes. What is the real solution to the problem 
in Africa? Show how the so-called Christian nations 
holding colonies in Africa must apply their Chris¬ 
tianity in behalf of Africa, by extending the privi¬ 
leges of education, by eliminating social evils, by 
prohibiting exploitation of the natives and their 
natural resources, by making possible the effective 
spread of Christianity throughout the Dark Conti¬ 
nent. 

What part must America and the American 
Christian Church play in the Christianization of 
Africa? What is our responsibility and how must 
we meet it? 

Activity. —Assign Chapter XXVII with special 
emphasis upon Questions 1, 2, 4, and 5. 


TEACHER’S MANUAL 


hi 


CHAPTER XXVII 
RELIGION IN LATIN AMERICA 

“Nominally, South America is a Christian con¬ 
tinent. Except in the deep interior it would be 
hard to find those who did not claim to be Chris¬ 
tians. But in too many cases the Christianity thus 
espoused bears little resemblance to that taught in 
the Bible.” Herein lies the problem of Christianity 
in South America. When we realize that by many 
people this great continent is said to be “the con¬ 
tinent of the twenty-first century,” the problem 
becomes more insistent, the task of Christianity 
more clearly defined, the challenge to Christian 
people more compelling. Our present chapter deals 
with a brief study of the status of Christianity in 
Latin America, and it is to be hoped that such a 
study will develop within the students a deeper 
realization of the task of Christianity there, and a 
keen sense of their own responsibility in making 
thoroughly Christian our sister continent. 

Aim. —The purpose of this lesson is (i) to see and 
understand the task of Christianity in Latin America 
in the light of all the conditions that exist there; 
(2) to become aroused to one’s responsibility as a 
Christian, to help in the spread of Christianity in 
Latin America, so that this great continent may 
become thoroughly Christian. 

Centers of stress. —1. The present size and popu¬ 
lation of Latin America. 

2. Latin America almost universally Catholic, due 
to the missionary work of Catholic priests, who 
accompanied early Spanish and Portuguese explorers. 




112 


THE SPREAD OF CHRISTIANITY 


3. The present status of Catholicism in Latin 
America, with its attendant influences on the social, 
economic, moral, and religious conditions of the 
masses of the people. 

4. Protestantism in Latin America. 

(1) The place and importance of education in 
the program of Protestant missionary endeavor. 

(2) The need for a high order of preaching by 
well-trained preachers to offset the apathy of the 
educated natives of Latin America. 

5. Christianity’s task in Latin America. 

(1) The development of natural resources in 
which right social, economic, and industrial con¬ 
ditions are to be maintained. 

(2) The Christianization of the whole popula¬ 
tion to arrest the present decay of faith, to allay 
the present apathy toward religion, and to make 
Christian ideals and principles dynamic in the life 
of the Latin Americans. 

(3) The need for and place of education as the 
most effective means of carrying on the Christian 
program in Latin America. 

Procedure. —Point out on a wall map the various 
nations included in Latin America. Indicate some 
of the outstanding natural features of South America, 
the important rivers, mountain ranges, principal 
cities, and sections noted especially for natural 
wealth. Introduce Question 1, in which should be 
made a careful comparison of Latin America with 
North America, as to size, population, and material 
resources. Let Question 2 follow with a comparison 
of the political institutions of the two continents. 

What justification is there for the statement that 
South America is to be “the continent of the twenty- 



TEACHER’S MANUAL 


n 3 

first century”? In view of the present economic, 
industrial, moral, and social conditions of Latin 
America, what sort of changes would be necessary 
for the safety of Christian civilization before South 
America would be fitted to be “the continent of the 
twenty-first century”? In other words, what part 
must Christianity play in the development, along 
every line, of Latin America? 

Discuss in detail the Christian movements in 
Latin America. Refer in this connection to Chapter 
XVIII, in which, under the Legacy of the Pope, 
missionaries were permitted to accompany explorers. 
Trace the early attempts at missionary work in 
Latin America and discuss the earliest forms of 
Christianity implanted there. How far-reaching at 
the present time is Catholicism in Latin America? 
Discuss the present moral, social, and economic 
conditions. Are these conditions in any way trace¬ 
able to Catholic influences? Justify your answer. 
What has organized Catholicism done, or what is it 
now doing, to alleviate present moral, social, and 
economic conditions there? Is this inactivity on 
the part of Catholicism in any way responsible for 
the present indifference and apathy on the part of 
the educated class toward religion in general? Give 
your reasons. What is the present religious status 
of South America? 

How may the vast material resources of South 
America prove a menace to civilization rather than 
a blessing? Justify your answer. Discuss the 
perils of immigration as related to the expansion of 
South America. What is Christianity’s task in the 
development of South America? 

Our text speaks of the “decay of faith.” What 


11 4 THE SPREAD OF CHRISTIANITY 


is its meaning in relation to Latin America? What 
are the causes of the decay of faith in Latin America? 
How far-reaching is its influence? What are the 
outstanding characteristics of Christianity as found 
throughout the continent and what are the under¬ 
lying causes of those characteristics? 

Conclude the lesson with a careful analysis of 
Christianity’s task in Latin America. Introduce 
Question 5 at this point, in which it should be clearly 
brought out that the Christianization of Latin 
America is absolutely imperative for the safety of 
the rest of the world. 

Show why Protestantism must assume the task of 
spreading Christianity in South America. What 
lines of approach or methods of procedure should 
be employed? Introduce Question 4 at this point, 
showing clearly the importance of education as a 
method of missionary work in Latin America. 
Show clearly the importance of reaching the upper 
stratum of Latin American people. What elements 
of the Christian message must be made to appeal 
to them? 

What approach must Christianity make to the 
lower stratum? What elements of the Christian 
message must be made to appeal to them? Do you 
believe that the present outlook for Christianity in 
South America is encouraging? Give your reasons. 

What part must North America play in the 
Christianization of Latin America? What is the 
responsibility of every Christian in the missionary 
program of South America? How is that respon¬ 
sibility to be discharged? 

Activity. —Assign Chapter XXVIII with special 
emphasis upon Questions 2, 4, 5, and 6. 


TEACHER’S MANUAL 


ii5 


CHAPTER XXVIII 

OTHER FIELDS FOR CHRISTIANITY’S 

ADVANCE 

Our present chapter gathers up the loose ends of 
Christianity’s advance throughout the world. Here 
we get a kaleidoscopic view of the efforts of Chris¬ 
tianity to reach the remote and difficult sections of 
the world. A sad commentary on our so-called 
Christian civilization lies in the fact that wherever 
the missionary has gone the exploiter and despoiler 
have followed, in many cases rendering impossible 
or unsuccessful the work of Christian missionaries. 
This has not been true in all instances, however, for, 
as shown in our present chapter, Christianity is 
finally becoming established in many strategic places 
and is exercising an increasing influence in the 
affairs of these remote places of the earth. 

Aim. —The purpose of this lesson is to become 
familiar with the facts connected with Christianity’s 
advance in Australia, New Zealand, the South Sea 
Islands, the Philippines, and Hawaiian Islands. 
Incidentally, it is hoped that the students will realize 
the peril inherent in the sequel to missionary work 
in these places—the exploitation carried on by the 
despoilers from so-called Christian nations, rendering 
missionary work very difficult. 

Centers of stress. —1. Christianity in the wake of 
the explorer. 

(1) In Australia. 

(2) In New Zealand. 

(3) In the South Sea Islands. 

2. Christianity at work in the Hawaiian Islands. 

3. Christianity’s progress in the Philippines. 



n6 THE SPREAD OF CHRISTIANITY 


4. Where the Christian message has not yet been 
permanently implanted. 

(1) In Malaysia. 

(2) In Arabia and Persia. 

(3) In Afghanistan and Tibet. 

Procedure. —Indicate on a map the places studied 
in this lesson, namely, Australia, New Zealand, the 
Hawaiian and Philippine Islands, the South Sea 
Islands, Malaysia, including Sumatra, Borneo and 
New Guinea, also Arabia and Persia, Afghanistan 
and Tibet. 

This lesson is for the most part a study of bio¬ 
graphical contributions to the spread of Christianity 
rather than a study of concrete and tangible results 
brought through missionary activity. Let us begin 
with Captain James Cook. What great contribu¬ 
tion has he made to the spread of the Christian 
message? Do you think he was conscious of having 
made possible to a great extent the missionary con¬ 
quest of the East? 

Discuss the colonization of Australia by the 
English. What effect upon the Bushmen has the 
coming of the white man had? To what extent is 
Australia Christian to-day? 

Discuss the Christianization of New Zealand. Is 
or is not this island a Christian stronghold? Give 
your reasons. What progress has Christianity made 
in the South Sea Islands? Call for a detailed report 
upon the life and work of John G. Paton. 

Is it a credit to Christianity that with the coming 
of the white man to these islands the natives have 
either been absorbed or wiped out? Give your 
reasons. What counteracting influences have been 
at work coincident with missionary enterprises in 


TEACHER’S MANUAL 


117 

these sections? How and where must Christianity 
combat these influences? 

How successful has the United States been in the 
discharging of her responsibilities in the Hawaiian 
and Philippine Islands? Discuss briefly the mis¬ 
sionary advance in these possessions. 

What serious difficulties are involved in missionary 
work in Malaysia? In Arabia and Persia? In 
Afghanistan and Tibet? How are these difficulties 
to be solved? Conclude this part of the lesson by 
introducing for brief discussion Questions 4 and 5. 

Application. —The preceding six lessons and the 
present lesson have been concerned with the mis¬ 
sionary activities of Protestantism in the modern 
world. We have seen how the Christian message 
has been carried to the masses of India, China, and 
Japan, how it is approaching the staggering prob¬ 
lems of the Moslem world, how it is penetrating the 
Dark Continent, how it is attempting to reclaim 
Latin America, and finally how it is reaching out to 
the scattered fragments of the earth everywhere. 

No attempt has been made in connection with 
individual lessons to draw a direct or personal 
application, the thought being that all these lessons 
combined should serve three purposes, namely, 
first , to present facts concerning the advance of 
Christianity in the modern world; second , to stim¬ 
ulate an interest in and an enthusiasm for the mis¬ 
sionary enterprises of Christianity—a social, mis¬ 
sionary point of view, so to speak; third , to develop 
a sense of responsibility in each individual student 
to meet with the loyalty and service of his own life 
the great challenge of the spread of Christianity in 
the modern world. 




118 THE SPREAD OF CHRISTIANITY 


In connection with each lesson questions have 
been asked and discussion stimulated in such a way 
that these three objectives should have been reached. 
The remaining lessons of the course aim definitely 
toward the crystallization of facts, ideals, interests, 
and attitudes into action , into intelligent and loyal 
service in the kingdom of God. 

Activity. —Assign Chapter XXIX, asking indi¬ 
viduals to report on Questions i, 2, 3, and 4. The 
teacher should be prepared to read or to present in 
written form the Social Creed of the Churches, which 
may be secured from the Federal Council of 
Churches of Christ in America, 105 East 22d Street,. 
New York City. 

1 

CHAPTER XXIX 
THE AMERICAN CHURCHES 

Very little has been said in the preceding chapters 
of our text concerning the agencies through which 
Christianity has been and is to be spread. The church 
has been taken more or less for granted, while 
major emphasis has been placed upon the motives , 
the spirit that have and still are making possible 
the spread of Christianity. Methods of doing the 
work of the church have been carefully considered 
and evaluated in the light of their relative effec¬ 
tiveness. Great personalities—Popes, missionaries, 
monks, explorers, teachers, humble parishioners 
have been recognized for their part in the Christian 
conquest of the world. 

Some mention has been made (Chapters XVII 
and XX) concerning the formation of denomina- 


TEACHER’S MANUAL 


119 

tions within the Protestant group. Our present 
chapter deals with the eight major denominations 
at work in America, tracing briefly their origin, 
development, outstanding positions or tenets, as 
well as their part in the spread of Christianity. 

Aim. —(1) To study the origin, growth, and present 
activity of the major Christian denominations; (2) 
to develop within the students an intelligent loyalty 
and devotion to the church that will express itself 
in effective service to the world through the church 
as an agency. 

Centers of stress. —1. A sketch of the leading 
Christian denominations, showing their origin and 
growth, their outstanding characteristics, and their 
present contribution to the spread of Christianity. 

2. The awakened interest on the part of the 
church in the religious development of childhood 
and youth, which has led to a greater emphasis upon 
religious education. 

3. The influence of the social interpretation of 
Christianity as felt in the attitude of the church 
toward social problems, and as operative in the 
various enterprises of the church. 

4. The new emphasis upon foreign missions as a 
major enterprise of the church. 

Procedure. —The discussion of this lesson should 
proceed along three general lines, namely: 

1. The place and importance of the church in the 
spread of Christianity. 

2. The development of denominations and their 
respective contributions to the spread of Chris¬ 
tianity. 

3. The individual’s part in the spread of Chris¬ 
tianity through the church as an agency. 



i2o THE SPREAD OF CHRISTIANITY 


Care must be exercised by the teacher in keeping 
the discussion unified and purposeful. The students 
should be guided in developing an intelligent atti¬ 
tude toward and understanding of the relation of 
the church in general and their own denomination 
in particular, to the spread of Christianity. They 
should be aided further in seeing their responsibility 
to the great Christian enterprise, contributing to the 
development of a Christian social order through the 
church as an agency. 

i. The place and importance of the church in the 
spread of Christianity .—Why is the church essential 
to the spread of Christianity? Give illustrations of 
instances when the church has been a hindrance to 
the Christian enterprise. What were the under¬ 
lying causes? At what time in its history has the 
church been able to make the greatest contribution 
to the spread of Christianity? What qualities must 
the church possess at all times if it is to carry out 
effectively its great mission to the world? Measure 
the church of the present day according to these 
qualities. In what ways does it fall short? How 
are these deficiencies to be overcome? 

What methods has the church employed in the 
spread of Christianity? Write the following list 
upon the blackboard: 

(1) Evangelism (preaching). 

(2) Philanthropy (social service). 

(3) Reform. 

(4) Publicity. 

(5) Education. 

In your judgment, which of these methods have 
been productive of the most far-reaching and lasting 
results? Give your reasons. Our text speaks of 


TEACHER’S MANUAL 


I 2 I 


religious education as an important enterprise of the 
church. What is the meaning of the “rediscovery 
of young life”? What effect will this “rediscovery” 
have upon the methods the church will use in the 
future to carry on its work? Why is it desirable for 
the church to conserve its youth by means of edu¬ 
cation? Show the inherent advantages to the spread 
of Christianity. Show by reference to previous 
lessons the contributions of the educational method 
in the missionary enterprises of the church from its 
beginning to the present time. 

What is the meaning of the social implications of 
the gospel? Review Chapter I as to the meaning 
of the Christian message. What is the difference 
between charity and organized philanthropy or 
social service? What part does education play in 
organized philanthropy? Why should the church 
be concerned with problems of social justice, pro¬ 
hibition, child labor, vice prevention, prison reforms, 
and many other present-day social problems? In¬ 
troduce at this point the Social Creed of the Churches , 
distributed by the Federal Council of Churches of 
Christ in America. 

What responsibility does Christianity bear to the 
foreign mission fields and how is it discharging that 
responsibility? How extensive to-day are the mis¬ 
sionary enterprises of Protestant Christianity? 

With this discussion in mind, let us ask ourselves 
one question: Is the church an indispensable and 
effective agency for the spread of Christianity? 
Justify your answer. 

2. The development of denominations and their 
respective contributions to the spread of Christianity .— 
No doubt there will be representatives from all of 



122 THE SPREAD OF CHRISTIANITY 


the eight major denominations mentioned in the 
text. Call for individual reports on each denomi¬ 
nation, bringing out the following essential points 
with respect to each denomination: 

(1) Origin and growth. 

(2) Method of government. 

(3) Educational interests and policies. 

(4) Contribution to the spread of Christianity 
through its missionary enterprises. 

3. The individual's part in the spread of Christian¬ 
ity through the church as an agency. —Let this serve 
as the application of the lesson. It is to be hoped 
that the discussion of these questions has stimulated 
intelligent interest on the part of the students and 
that they are now ready to consider their own 
relation to the Christian enterprise. Ask two lead¬ 
ing questions. What can the individual derive 
from the church? How can the individual serve 
the world through the church as an agency? 

Conclude the lesson with concrete suggestions of 
the opportunities for world service through the 
church as an agency in an effort to enlist the young 
people in the Christian enterprise. 

Activity. —Assign Chapter XXX with special 
emphasis upon Questions 1, 2, 4, 5, and 6. 


CHAPTER XXX 

MODERN CATHOLICISM 

“In this chapter we shall attempt to summarize 
what has happened within the last few centuries to 
make the Roman Catholic Church what we see it 



TEACHER’S MANUAL 


123 


to be to-day. In general, we shall see that between 
the time of the Reformation and the present there 
has been a gradual decrease in the political power of 
Catholicism and a growth in its religious power.” 
This chapter constitutes a basis of review of the 
major steps involved in the rise and decline of the 
temporal power of Catholicism, as well as the rise 
of its religious power. Review in this connection 
Chapters II, V, IX, X, XIII, and by means of 
carefully directed questions help the students to 
develop a correct perspective of the place of Cathol¬ 
icism in the modern world. 

Aim. —This lesson is primarily informational, and 
it is entirely fitting that such a lesson be included at 
this stage of the course. The students should be 
guided in making the proper analysis of the history 
of the Roman Catholic Church, seeing and under¬ 
standing the basic causes of its decline in political 
power, as well as its rise in religious power. May 
they further^be aroused to a keen appreciation of all 
the forces, including personalities, that have made 
the Roman Catholic Church a power in Christian 
history. 

Centers of stress. —1. A brief review of the rise 
and decline of the political power of the Roman 
Catholic Church. 

(1) The influence of the Reformation. 

(2) The decay of Catholic realms. 

2. The growth of the religious power of the Roman 
Catholic Church. 

(1) The infallibility of the Pope in matters of 
doctrine. 

(2) The simple faith and allegiance of the masses 
of adherents to the Catholic faith. 


124 


THE SPREAD OF CHRISTIANITY 


3. The future of the Catholic Church. 

(1) Reform necessary to insure the continued 
power of the church. 

a. Results of educational science and re¬ 
search must be accepted. 

b. Progressive stand on modern social prob¬ 
lems must be taken. 

(2) Traditionalism and conservatism must give way 
to progressive methods and modern interpretations of 
religious and intellectual problems if Catholicism is to 
survive. 

Procedure. —Indicate on the map the present 
strongholds of Roman Catholicism. In what sense is 
the Catholic Church still a political power? Consider 
briefly the nations where Catholicism is now in 
nominal control (Question 1). Introduce Question 
2 at this point and account for the present educa¬ 
tional status of these countries. In what way is 
Catholicism directly or indirectly responsible for 
this condition? Tell what you know of the educa¬ 
tional policy of the Roman Catholic Church, and 
its use of the educational method. What basic 
theory lies back of their neglect of popular, secular 
education? Review in this connection Chapter 
XXVII. 

Trace the development of the Catholic Church as 
a political power. What was the “Roman Theory 
of the Church” and how did it function? Describe 
the religious status of the church during the rise of 
the political power of the church and state during 
the Middle Ages? How had this relationship been 
accomplished, and what forces combined to dissolve 
it? 

Outline the missionary activities of the Roman 


TEACHER’S MANUAL 


125 


Catholic Church beginning with the fifth Christian 
century. Trace on the map in succession the mis¬ 
sionary achievements of the Catholic Church from 
the fifth to the seventeenth century. What were 
the outstanding characteristics of the Catholic 
missionary work? What methods were used prin¬ 
cipally? Name the three great missionary bodies 
of Catholic clergy, stating the names of their re¬ 
spective founders, the motives lying back of their 
work, their activities and their relative achievements. 

What basic causes lay back of the Protestant 
Reformation? Describe the Reformation in Ger¬ 
many, in France, in England. Compare the methods 
used and the relative success of each movement. 
What effect did the Protestant Reformation have 
upon the Roman Catholic Church? Who were some 
of the prominent Catholics who were instrumental 
in bringing about a counter reformation in that 
church? 

Our text states that coincident with and following 
the decline of the temporal power of the church 
came a growth in religious power. How has this 
increased power made itself felt? What is meant 
by the infallibility of the Pope? In how far, if at all, 
is the belief in the infallibility of the Pope justified? 
What is meant by “modernism” in the Roman 
Catholic Church? Why should the Popes be eager 
to suppress it? 

What position does the Roman Catholic Church 
take on such subjects as democracy, socialism, 
liberal thought, scientific investigation and research? 
What will be the result to the Roman Catholic 
Church if it fails to forsake its present conservative 
and traditional position in the interests of progress? 


126 THE SPREAD OF CHRISTIANITY 


In what ways is the present official position of the 
Roman Catholic Church consistent or inconsistent 
with modern educational ideals and objectives? 
Justify your answer. What will be the inevitable 
result if Catholicism fails to adapt itself to the needs 
of the present social order, and to the goals of the 
future ideal social order? What is the alternative 
course? 

There is an element of foreboding, not to say 
pathos, in the present situation within the Roman 
Catholic Church. It still has a tremendous hold 
upon millions of people, but for the most part in 
countries where popular education is unknown. 
Catholicism has used effectively the educational 
method with its children and youth, but the mate¬ 
rials studied are so utterly out of harmony with 
modern educational science that even this great 
program of religious education will not for long be 
able to hold the children and youth. The Roman 
Catholic Church with all the heritage of its glorious 
past and the promise of a still more brilliant future, 
should rise to the needs of the hour, clothed in the 
garments of universal service and undergirded with 
all the bulwarks of modern science and learning. 

Activity.—Assign Chapter XXXI, calling for re¬ 
ports on Questions i, 2, and 3. Emphasize in the 
discussion Questions 5 and 6. 

CHAPTER XXXI 

HOW CHRISTIANITY IS SPREAD 

Christianity is spread by individuals. Let us 
not lose sight of that fact. In the study of this les- 


TEACHER’S MANUAL 


127 


son may we not make the mistake of thinking that 
church boards and various missionary organizations 
alone are responsible for the great task of Christian¬ 
izing the world. On the other hand, may we defi¬ 
nitely commit ourselves to the principle that every 
person who professes to be a follower of Christ is in 
some degree responsible for spreading his message 
throughout the world. It is true that the actual 
work is delegated to selected groups of trained men 
and women, but it is only through the spiritual and 
material support of the great masses of Christian 
people that their task as laid down by our Lord will 
ever be successfully achieved. 

Aim. —A subsidiary purpose of this lesson is to 
become familiar with the mechanical organizations 
that facilitate the spread of Christianity. Its main 
objective, however, is to guide the students to a 
fuller realization of their responsibility in the great 
Christian program for the world, so that they may 
respond to the challenge with devotion, loyalty, and 
service. This lesson should open up concrete ave¬ 
nues for the expression of missionary interest and zeal. 

Centers of stress. —1. The rise and growth of 
various missionary societies responsible for the spread 
of Christianity. 

(1) Congregation for the Propagation of the Faith 
—Catholic. 

(2) Society for the Propagation of the Gospel in 
Foreign Parts—Church of England. 

(3) The Baptist Missionary Society of Great 
Britain, and American Baptist Missionary Union. 

(4) London Missionary Society and the American 
Board of Commissioners for Foreign Missions— 
Congregational. 





128 THE SPREAD OF CHRISTIANITY 


(5) Methodist Board of Foreign Missions. 

(6) Paris Evangelical Missionary Society. 

(7) British and Foreign Bible Society, Scotland 
Bible Society, and the American Bible Society. 

(8) Young Men’s and Young Women’s Christian 
Associations. 

2. The work of a typical Board of Foreign Mis¬ 
sions. 

3. The world task with the individual’s respon¬ 
sibility. 

Procedure. —Let us not miss the human , personal 
element in this lesson. May we ever be conscious 
of the fact that the spread of Christianity depends 
to a very large extent upon the loyalty, devotion, 
and service of the individual follower of Jesus. 

As the spread of Christianity through the centu¬ 
ries is reviewed may the great personalities stand 
out clearly, through whose efforts, devotion, and 
ofttimes martyrdom it was accomplished. Trace 
on the map the spread of Christianity in the first 
Christian century, in the fourth, in the eleventh, in 
the sixteenth, in the eighteenth, and at the present 
time. Account for the missionary spirit and zeal 
which was almost always present and functioning 
in the Christian Church. 

Call upon individual members of the class, repre¬ 
senting various denominations, to report on Ques¬ 
tions 1, 2, and 3. These reports should be brief and 
to the point. The teacher should conduct the dis¬ 
cussion with great care so as to bring out the follow¬ 
ing factors: 

1. The supreme purpose of missionary work. 

2. The all-inclusive scope of missionary activity. 

3. The responsibilities resting upon those chosen 


TEACHER’S MANUAL 


129 


and trained for specific tasks as administrators, 
teachers, preachers, medical missionaries. 

4. The responsibilities resting upon each indi¬ 
vidual follower of Jesus. 

Let us consider briefly the task and qualifications 
of the missionary. A review of Chapter XV would 
afford a fitting background for a better understanding 
of our present problem. List on the blackboard the 
various types of missionary work for which an 
especially trained worker is necessary. Let us think 
of all these various workers—preachers, teachers, 
administrators, doctors—as missionaries. Our next 
task is to discuss their qualifications. List them on 
the blackboard according to the following classifi¬ 
cation: (1) Personal qualities, (2) spiritual equip¬ 
ment, (3) general preparation, (4) specific prepara¬ 
tion. 

Introduce Question 5 supplemented by further 
questions, such as: Why should a Christian mission¬ 
ary secure the best possible academic training before 
taking up his work in the mission field? What must 
a missionary know about the people whom he is to 
serve? What Christian ideals and motives should 
dominate his life and work? How much attention 
should he give to matters of dress, personal health 
and hygiene, recreation, secular reading, and further 
professional study? Justify your answers. Sum¬ 
marize your idea of a successful missionary. 

Only a comparatively few men and women have 
been able to become foreign missionaries. It has 
remained for the great masses of loyal Christian 
people to carry on their missionary work from the 
home base. Why is it necessary for every follower 
of Christ to be a missionary? In what ways can and 



1 3 o THE SPREAD OF CHRISTIANITY 


should he further the spread of Christianity? Con¬ 
clude with Question 6, interpreting “intelligent 
support” to mean more than material gifts. Let 
this discussion be the starting point for the questions 
to be raised in connection with Chapter XXXII. 

Application. —-As mentioned previously in this les¬ 
son, the spread of Christianity depends upon indi¬ 
viduals who are filled with the Christian ideals of 
brotherhood and service. Let us think about these 
two questions: What is my task as a follower of 
Jesus? How may I become a world Christian, and 
thus further the spread of Christianity? 

Activity. —Assign Chapter XXXII, with special 
emphasis upon Questions 3, 4, 5, and 6. Call for 
reports on Question 5. 

CHAPTER XXXII 

CHRISTIANITY TO-DAY AND 
TO-MORROW 

The final chapter of our text summarizes briefly 
the extent to which the last command of our Lord 
has been put into operation and challenges us with 
the unfinished task of Christianity. It is to be 
hoped that all the lessons of the course may reach 
their climax in this last lesson, when the students, 
aroused to a new sense of their obligations, may 
dedicate themselves to loyal and devoted service in 
the interests of a better world. 

Aim. —As stated in the text, the purpose of this 
lesson is “to determine how far the Christian Church 
has carried out the parting command of our Lord, 
and how much remains to be done.” More speci- 


TEACHER’S MANUAL 


131 

fically, the purpose of this lesson is to help the 
students to discover their relation to the unfinished 
task of Christianity and to help them to find their 
place in the Christian enterprise. 

Centers of stress. —1. The extent to which Chris¬ 
tianity has spread throughout the world. 

2. The by-products of a Christian civilization. 

3. The task remaining for the Christian forces in 
the world. 

(1) The maintenance of a vital religion, free from 
formalism. 

(2) Christianizing of all human relationships— 
politics, industry, international affairs. 

4. The world’s need of Christianity. 

5. The kingdom of God—the final objective. 

Procedure. —Ample opportunity should be given 

in this lesson for free discussion of the many vital 
problems that will naturally arise out of a consid¬ 
eration of the unfinished task of Christianity. Do 
not overemphasize the numerical achievements of 
Christianity, but lay considerable stress upon the 
spiritual values and social benefits that have arisen 
from the spread of Christianity throughout the world. 

Discuss, first of all, the benefits in our present 
civilization for which Christianity is directly or 
indirectly responsible. Compare the attitude of the 
first Christian century with the attitude of the 
present time on the following questions: 

(1) The place of women in the home, in the church, 
in business, and professional life. 

(2) Slavery. 

(3) Prohibition. 

(4) The religious status and needs of children. 

(5) The meaning of Christianity and the goal of 



132 


THE SPREAD OF CHRISTIANITY 


Christian living. Down through the Christian cen¬ 
turies ideals of government, of industrial relations, 
the sanctity of human life, the worth of the indi¬ 
vidual, have been evolving. Show how Christianity 
as embodied in the life and teachings of Jesus has 
been responsible for the changes that have taken 
place in these great problems throughout the cen¬ 
turies. 

In what ways has our Christian civilization in any 
way approximated the goal set forth in the teachings 
of Jesus? Justify your answer. Introduce Ques¬ 
tion 6 at this point, with ample discussion. What 
do we mean by the kingdom of God? Read in the 
Bible the following references and try to discover 
Jesus’ ideal of the kingdom of God: 

Luke 17. 20. 

Mark 10. 15. 

Matthew 13. 33. 

Mark 4. 30-32. 

It would be well to review in this connection 
certain passages cited in Chapter I to make clear 
the meaning of the Christian message. These are 
as follows: 

Matthew 5. 3-9. 

Matthew 5. 43-48. 

Matthew 22. 35-40. 

Mark 10. 43-45. 

Matthew 28. 19. 

Time will hardly permit the free discussion of all 
these passages, but they are given for the purpose of 
making clear Jesus’ ideals of the kingdom of God, and 
the individual’s responsibility in advancing the interests 
of that kingdom in the world. 

Introduce Question 3 at this time, showing defi- 


TEACHER’S MANCTAL 


*33 


nitely some of the immediate problems confronting 
Christianity. How can politics be made Christian? 
How can the spirit of Jesus govern international 
relations? How can the ideals of Jesus dominate, 
control, and direct industrial relations? What re¬ 
sponsibilities are laid upon a Christian who would 
help to further the kingdom of God in the world? 
What responsibilities are laid upon us? How are 
we to further the Kingdom ideal in the world to-day? 

Mention specific ways in which we should help 
to advance the kingdom of God. What character¬ 
istic should a Christian possess who believes in 
Jesus’ ideals of the kingdom of God? Introduce 
Question 4 to be followed by Question 5. List on 
the blackboard the suggestions given in answer to 
Question 5, helping the students to realize their 
immediate tasks in the kingdom of God. 

Application. —Christianity has made great prog¬ 
ress in the centuries that have passed since Jesus 
first gave to the world his great commission, “Go ye 
therefore, and make disciples of all the nations, 
baptizing them, . . . teaching them to observe all 
things whatsoever, I commanded you” (Matthew 28. 
19). We have noted some of the great achieve¬ 
ments of civilization for which Christianity has been 
either directly or indirectly responsible. Our present 
problem, however, is to realize the tasks now lying 
before Christianity and our relation to them. Let 
us ask ourselves this question: Recognizing the 
unfinished task of Christianity, although realizing 
and appreciating the great contribution it has made 
to the world, where can I place my life—my influence 
and my service—so that it may count for the most 
in the further spread of Christianity? 















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